Li&Fung

Summary Li & Fung, which is a long-standing Hong Kong based company, has evolved from an export trading company to a coordinator of value-added services across the whole supply chain in a global, open manufacturing circumstance. Its corporate culture has enabled it to keep pace with the current trend of global business. The successful acquisitions and the venture capital make the company grows stably and rapidly. However, the company now faces some challenges coming from Asian financial environment and related policies.High sensitive of the change in macro environment is essential for the company to success. At the same time, keeping Asia in an important position could take long time competitive advantages. Finally, the update of information and technology may bring more efficiency and effective within the organization. Introduction Li & Fung was the first export company that solely funded by Chinese capital in Chinese trade history. Fung Yiu-hing and Li To-ming founded it in 1906 in Guangzhou, China. The firm grew to be a limited company in Hong Kong on December 28, 1937.The company expanded quickly to globalize by the leading of the second generation from the Fung family. The high-speed growth of Li & Fung Limited started when the third generation of Fung’s family took over the organization. The core parts of the company’s business are foreign trade, logistic, distribution and retail. Victor and William tried to restructure the company, use the modem human resource management, and utilized professional management skills to control the company without eliminating the Chinese style management.Li & Fung Limited made use of acquisition to take over the competitors and expanded their suppliers and clients all over the world. The most famous and successful one is the acquisition of Inchcape Buying Services (IBS), which helped Li & Fung Limited to open the European market. At the same time, the brothers establish a venture capital corporation to accomp any the suppliers and stable its supply chain. According to one anonymous (1999), Li & Fung is the world’s largest trade sourcing company and it pioneers a new model for multinationals.By now, William and Victor want to expand the company from Asia based company into a region closer to their target market. With the new trend of the global economy, Li & Fung Limited will encounter more challenges and find a way out of a difficulty. Since its foundation, the company has establishes a culture that incorporates pragmatism and innovation. According to Msmith (2008), the progressive corporate culture, which blends traditional pragmatic reasoning with entrepreneurial innovation, has enabled adaptability and growth in a dynamic market.Additionally, it combines the Chinese business culture (â€Å"Chineseness†) with the foreign operations. Not only is it expects loyalty and reward diligent, but it also has a reasonable and transparent bonus system, where bonuses were based solel y on profit performance. Generally, the company is employee-concerned, where the workers and managers are treated as family. As is the vision of the corporation, they strive to use resources efficiently; to add business value for our customers and their suppliers; to focus on the health and wellbeing of our colleagues; and to positively impact our communities and societies (2013).Analysis of Li & Fung Li & Fung’s outsourcing matrix suits particularly well to its global position and activity: To begin with, outsourcing teams are firstly divided into two main product categories: soft and hard goods. Since they â€Å"specialized† in a certain kind of good, they develop a certain expertise, which is an asset in their discussions with external agents. Besides, inside each category, the teams are divided depending on their geographical market. This organization displays an advantage in satisfying specific local needs.Furthermore, connection and communication is established a nd fostered between the divisions, which know exactly whom to contact for each particular issue. Finally, Li & Fung is able to efficiently master the â€Å"4Cs† (connections, communications, control of quality, and consolidation of shipments), and obtain a competitive advantage because of their organizational chart. In terms of Li & Fung’s business model, it is â€Å"a virtual factory† or â€Å"private label manufacturing program†. This means that it specializes in providing product itself, not brand or promotion.Although there is big scale merit in production of textile industry, it is difficult that each company has a big factory as there are lots of competitors and fashion of the clothes are always changing, as is thought by Swan (2008). As to company which has a talent of designing or marketing, it is better not to have its manufacturing and outsourcing. Maybe this is why Li & Fung is always required from many customers. Also, Li & Fung has developed the relationship through its network so that it can get such soft goods as textiles at high speed and excellent quality with the lowest cost.Successful acquisition Li & Fung’s mergers have been the main way of expending their business. Among all the mergers, the biggest merger during 1994 to 1997, which is acquiring IBS, is the most successful and famous one even in the global range. The main reason why Li & Fung can get so many benefits from merger is based on the following reasons. The first reason is that, Li & Fung knows which company to merge. When Li & Fung choose companies, they will look for what the company is having at that time, the sourcing, the customers and the employees.In this way, Li & Fung can complement the blank its current business. For example, although the margin of IBS was only 0. 8% and the combined average was 2. 2%, the sourcing supplement brought by IBS has make up the blank of Li & Fung’s South Asia, Europe, the Mediterranean and Latin Amer ica. The second reason is that Li & Fung knows how to merge. At that time Li & Fung is the largest world’s supplier of retailers and IBS was the second largest. So the merge was very difficult and was treat as an elephant eat elephant merger.Especially for the huge difference between the two companies, Li & Fung was a U. S. – style Chinese-family business, While IBS was a British company. There would be a lot of unaccustomed and conflicts as expected. So Li & Fung created a transition team to review organizational processes and implement a unit-by-unit transition. Instead of doing the transition after the merger, Li & Fung did it ahead of the merger, in order of saving accustoming time. When the scale of the company increases, the operational mode of the company has to keep changing as well.After the merger, Li & Fung’s scale is twice as big. Li & Fung changed its mode into a more efficient and suitable one. It assigned managers to customer groups and not countr ies. This has made the management to be more professional and make the production more efficient. The merger has made the sourcing matrix of Li & Fung more mature. The margin of Li & Fung was higher than those of other companies due to their regionally coordinated sourcing services. Small Venture Capital Arm In 1986, Li & Fung established a small venture capital group in order to improve and perfect the whole supply chain.LFI invested in companies, which could assist the Li & Fung’s sourcing services. Magretta (1998) indicates that Victor said â€Å"A big piece of our corporate development is plugging those holes-the phrase we use is â€Å"filling in the mosaic† – and we use venture capital to do it. † LFI pay the same attention on the companies’ management system as the product when they were choosing the company to invest. Biers (2000) said, â€Å"Its venture activity has remained modest by industry standards, with just two or three new investme nts a year, each typically of just a few million dollars or less. The CEO of LFI mentioned that they only invested in companies that had at least $3 million profit, lack of resource and kept the control of the company. At the same time, they were looking for the young and creative companies that owned by people with design and marketing talent. The most successful capital injection is the investment to a promotional company; Cyrk Inc. LFI spent $200,000 in order to take 30% shares in Cyrk Inc. during 1990. At the very start, Cyrk Inc. provided service of T-shirt print.Three year after the capital injection, the sales volume raised 20 times more than before through capitalized on its logo and promotional design capabilities. In this case, they made contract with Philip Morris to produce a full line of promotional clothing. Five years later, LFI sold their shares of Cyrk Inc. for about $65 million. After spending a great deal of investment in America, LFI transferred their sight to th e European market. As a result of diverse culture and language, it was more difficult to invest in several companies to cover the whole European market.The complex situation required the managers in European have more experience and different strategies for different countries. During the process of helping these companies, they gain experience about the selection of the collaborate companies and create more opportunities to broaden their business fields. At the same time, Li & Fung can gain high reputations among the growing companies, because the goal of the LFI is not acquire these companies. In this case, these companies could unconstrained develop themselves. And Li & Fung could not only maintain the good relationship with both potential partners and current partners.Challenges & Recommendations For Li & Fung, although it is already the largest export company in the world, it is still facing a lot of challenges. According to the trend of international Economics, Asian Financial Crisis will be gone. By then, the labor cost of Li & Fung will not be as low as now. So margin will be lower in the coming future. But even if the Asian market has recovered, its labor cost is still lower than other countries; also the gap between the wealthy and poor is huge. Most of people are living under average level, which will bring a low cost of labor.Also Asian has a large population, which will involve a large number of rich people, whose price sensitivity is low and needs are high. They can purchase the products, which have been produced in Asian. So Li & Fung could give more attention to Asian Market, instead of giving it up. Policies of trade protection, which have been published by governments in different countries, will also be a huge challenge to Li & Fung. Under this circumstance, all that Li & Fung can do is to prevent before it or actively adjust after the coming of policies.Li & Fung should do market research and macroeconomics analysis regularly in order to ch oose the very best sourcing places. Also, it ought to try to find outstanding suppliers in different economic regions and different fields, so that the risk will be shared. Thereby, Li & Fung should closely monitor the changes of economics and adjust it in time. With the development of technology, information system is playing an important role in supply chain management. In this case, Li & Fung could establish a proprietary information network that enabled clients to view the status of an order.This will improve their customer relationship management. At the same time, they could set up a powerful database to do data mining, which could collect the data of suppliers and consumers, in order to calculate the shortest time and distance and lowest cost in operation. Also they can collect the data of customers, so that they can know better of market needs and offer better service. Overall, for Li & Fung, challenges and chances are coexisting. If it could continue to reflect, to improve, it would keep up with the trend of world economics and update information and technology timely.References 1. Biers, D. (2000). Thinking small. Far Eastern Economic Review, 163(46), 48-48. Retrieved from http://search. proquest. com/docview/208225120? accountid=9744 2. Li & fung pioneers a new model for multinationals. (1999). Strategic Direction, 15(6), 24-25. Retrieved from http://search. proquest. com/docview/218626878? accountid=9744 3. Li & Fung: Beyond â€Å"Filling in the Mosaic†, 1998-1998(HBS Case 9-398-092). 4. Magretta, J. (1998), Fast, global, and entrepreneurial: Supply chain management, hong kong style: An interview with victor fung.Harvard Business Review, 76(5), 102-114. Retrieved from http://search. proquest. com/docview/227758445? accountid=9744 5. Mismith068 (2008, 12). Li and Fung Case Analysis. StudyMode. com. Retrieved 12, 2008, from http://www. studymode. com/essays/Li-Fung-Case-Analysis-185365. html 6. Swan (2008, 9). Agri-Future; trendspotting & futu re thinking. Retrieved 9, 2008, from http://swan-futurethinking. blogspot. ca/2008_09_01_archive. html 7. Sustainability (2013, 3). Retrieved March 14, 2013 from http://www. lifung. com/eng/csr/csr1. php

We should embrace nihilism for growth

NIHILISTIC PERSPECTIVEâ€Å"Nihilism is the belief that all values are baseless and that nothing can be known or communicated. It is often associated with extreme pessimism and a radical skepticism that condemns existence. A true nihilist would believe in nothing, have no loyalties and no purpose other than, perhaps, an impulse to destroy† (http://www.iep.utm.edu/n/nihilism.htm). In a nihilist perspective, there are no beliefs in dogma, religion and other socially constructed norms and standards. Nihilists question the set of universally made way of thinking and that there is nothing real in this world.SOCIAL CONSTRUCTIONâ€Å"Social constructs are institutionalized entity or artifacts in a social system, invented or constructed by participants in a particular culture or society that exist because people agree to behave as if it exist, or agree to follow certain conventional rules, or behave as if such agreement or rules existed† (wikipedia.org). Social constructs are c reated entities in which people or groups of people perceived them to be true. Social constructs are perceived realities that are put into a convention to be turned into social beliefs. Some examples of social constructs are religion, morality, sexuality, class and many more.These social constructs play a major role in people’s daily lives. Social constructs became an integral part of people’s daily lives. These became inevitable realities of their existence. Basically, how people act are based on social constructions. Social constructions dictate the everyday lives of people. Social constructs determine how people will act and what their pattern of actions is. These social constructs are the perceived rightness of actions in a particular given situation. Therefore, people’s lives are controlled and move by social constructs.Social constructs evolve and changes as time pass by. It depends on the richness of thought of human beings. The minds of human beings are very rich and full of possibilities. People have the capability of evolving one system of thought into another. A particular social construct is not permanent and will not last forever because it only depends on the people who were the ones who constructed them. Social constructs are dynamic because the minds of people are also dynamic. What most people are experiencing now may just become a history of tomorrow.THE WORLD AS A REALM OF MEANING AND CAN BE DISCLOSED BY NIHILISMFor Heidegger, he viewed the world as a realm of meanings and possibilities. These possibilities are for Da-sein to discover and the meanings are for Da-sein to assimilate. This world for Heidegger is where the Da-sein is situated and part of the facticities given to the Da-sein. This world is for the Da-sein to discover and understand. The world gives meaning to the existence of man and man is to exhaust these meanings or possibilities. Hence, the world is where the Da-sein interacts and for him to assimilate.Th is word â€Å"aletheia† describes the world for Heidegger. â€Å"Aletheia† means revelation and concealment which constitutes the world’s disclosedness to man. The world is the realm of meanings for man that man is always in constant assimilation. Even if it reveals itself to man, it also conceals something to man and that the task of man to assimilate and understand is a never-ending task and that Heidegger called man as â€Å"always already understanding the world†.The word â€Å"always† signifies the infinity of understanding that man is task to reveal the world, the never-ending task of correlation and understanding. Man as Da-sein is the very nature and function of man as a being who is thrown into this world. â€Å"Da† means there and â€Å"sein† means being. Da-sein is openness to the world and the readiness of man to exhaust and assimilate. Da-sein is the there of being of man, the very thrown ness of man into a particular con text. To understand more of man as Da-sein, we will tackle on the succeeding parts the functions of being a Da-sein.According to the great Heidegger, attunement is man’s mood or state of mind in which affects his perception of reality. He viewed man as always in the mood and is always ready to understand reality. Man as being thrown into this world, attunement is already embedded in his being. This attunement as already embedded in the being of man girds man to understand. Given the facticity of Da-sein as being-in-a-world, he is always in the mood to seize reality or to be conscious of reality and thus constituting man’s openness to the world. Da-sein as the there of being is always situated in the world thus, a temporal being.This situated ness of man gives him ample opportunity to correlate with the world and to fulfill his very nature as an understanding being who is already attuned to do so. Man becomes conscious by virtue of interaction, which is the very process of understanding for Heidegger. To correlate with the world is to exhaust its possibilities, to assimilate its meaning. Through interaction, man becomes conscious of reality, becomes conscious of meaning. Reality is already in the realm of meanings, which constitutes the world, and it is only for man that he can be conscious of and that is by virtue of correlating with the world.To question dogma and religion and other social constructs can be a tool for better understanding of reality. As discussed, Heidegger emphasized that man can slowly reveal the reality of beings by correlating with the world which is the world of meaning and possibilities. The world has its own meaning. The nihilistic view in its proper use, such as not totally for destruction but of finding the truth behind the world, it can open man’s eye to the real meaning of this world. Man as Da-sein in being a nihilist can be able to arrive at a better truth regarding the world. The world still has a lot to giv e in man’s understanding of it that is why dogmas and principles of today must be questioned because it is still not in its absolute state.NIHILISM AS A TOOL TO A BETTER UNDERSTANING OF REALITYMan’s life is full of socially constructed norms and beliefs that are the ones dictating what he ought to do and act. There is religion that dictates morality and there is government that dictates who are enemies and not such as who are terrorists and not terrorists. A society is comprised of many ideas and perspectives that battles to gain monopoly. Man is put in the center of contrasting views.With the birth of nihilism, there came an opportunity to arrive in a truth wherein wrong dogma and beliefs can be erased and replaced with better ones. Nihilism can give good effects if not put in its extreme nature of destruction. Questioning beliefs and dogma is a healthy process to undertake. Through questioning, man can slowly reveal to himself the true essence of his existence. Quest ioning must also not be intertwined with destruction because it can be a truly great means for development and better understanding.â€Å"I hope to bring some balance and clarity to a number of realities that seem to attract a great deal of misunderstanding: [1] the very serious issues of violence in Islam [including recent Muslim violence]; [2] the abhorrence that many Muslims have of violence; [stereotypes of Islam and Muslims as inherently violent]; and [4] the larger context of violence in our world [not just the Muslim world], much of which is woven into the fabric of our society in such a way that we may not even regard it as our own violence† (Hussain, 2006). The misunderstandings such as looking as a Muslim to be violent can be corrected by the nihilist perspective. People can arrive to a certain truth that not all Muslims are violent and stereotyping can be erased.NIHILISM AS A TOOL TO END CHAOS AND VIOLENCE IN THIS WORLDThe chaotic world is brought about by the diff erences in beliefs and norms and even in the practices of different religions. These are products of social constructions. With different beliefs and principles and with the devotion to such beliefs and principles, it brings chaos and even to violence. People seem to impose their own beliefs to other people which also have their own set of beliefs. By imposing one’s beliefs, it creates an atmosphere of competition that gives tensions and chaos to this world.Nihilism can be a tool to end all chaos and find peace in this world. People, in there different perspectives, can look at the common ground of their different beliefs. To question their own beliefs is a healthy process and even comparing their own beliefs to others is also a healthy process. This is an act of nihilism. People will not destroy their principles and beliefs but rather, developing it to be better set of beliefs and principles.One example can be seen in the realm of religion where we can see differences but lo oking at the greater reality of it, there are much more similarities that can be used in arriving to a better belief, a belief that can be bannered by all people from different contexts. Even the difference of science and religion, if nihilistic perspective can be used in a proper way of dialectics and questioning, people may arrive at a certain truth that science and religion has its common ground and that one will not be an opposition of the other.CONCLUSIONThe world is a realm of meaning and possibilities and is plague with socially constructed beliefs and principles. With the birth of nihilism, which is a perspective that most of a time attributed to destruction, the world may find better understanding in its hand. By the method of questioning which is a healthy process, people can arrive to better understanding of reality and the very principles and beliefs that they believe. Therefore, we should embrace nihilism.BIBLIOGRAPHYBogossian, Paul. What is Social Construction. 03 Mar. 2007Heidegger, Martin. The Question of Being. New Haven (Conn): College and University  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Press 1958.Hussain, Amir. Oil and Water: Two Faiths: One God. Pilgrim Pr, 2006.Nishitani, Keiji. Religion and Nothingness. University of California press, 1983.http://www.iep.utm.edu/n/nihilism.htm#H5

How American Hisotry X Relates to Political Science Text Think American Government

Lisa _______________ Professor _______________ Political Science 02 Due April 3, 2013 SUMMARY American History X was written by David McKenna and directed by Tony Kaye. Starring Edward Norton as Derek Vinyard, the film was released in 1998. The main idea of the film is the social and political issues of racism. It is a story of how a family is affected by one son’s view of the history of race roles in America, his life within the neo Nazi culture, and finally, after resigning himself to such a lifestyle due to prison reformation, his attempt to pull his younger brother from the same way of violent life.Ultimately, it is a story of the cycles of hate surrounding racism. The film is shown in non-linear narrative where events are given out of chronological order. When going back in time, the audience is given black and white film whereas the present is portrayed in color. Danny Vinyard, is given an assignment to write an essay on the incarceration of the main character, his older brother, Derek. The essay was to entail what led up to the incarceration and how his family was affected. The verbal reflection of his essay is when the audience is shown the film presented in black and white.Also during the verbal reflection, we find out that Derek was incarcerated for the murder of 2 Black thieves who were trying to steal the truck left to him by his late father who was killed by, not without intent of the writer, a Black man a few years prior. With that, the storyline is set up so that we know why Derek and Danny have turned to a life of neo Nazism and why Derek was given a 3 year sentence for going overboard in killing the thieves: the brothers have been affected by the criminality of the Black culture.The essay assigned to Danny, which was due the following day, was an assignment given by Danny’s Black principal after his Jewish teacher reported a questionable essay to him entitled My Mein Kampft. In the 24 hours in which the essay is being written, and narrated to the viewers, we learn the entire story of the brothers’ journeys from average kids, through neo Nazism and back, only to learn their lesson too late when Danny is fatally struck down by a former Black recipient of his race hatred, essay still in hand.American History X correlates to the discussions of the class as well as various points of the class textbook, Think American Government. The film backs up two class discussions thus far in the semester: Khalil Muhammad’s theory on Black criminality in America in addition to Bryan Stevenson’s ideas on the stigma of mass incarceration attached to the Black culture in America.The film also touches on political issues from the text, such as: immigration, the first amendment to The United States Constitution, and Hate-Crimes Legislation. Khalil Muhammad: The timeline of the film literally goes back 24 hours; flashes back 3 years; and historically traces back to both 1863 and 1865 when, respectively, the Ema ncipation Proclamation was signed (proclaiming slaves in Confederate territory to be free forever) and when the first Ku Klux Klan (KKK) was organized.Some may even argue that the story goes back to the beginning of slavery in the United States colonies because those were the first racist acts of early America and upon which America was formed. Khalil Muhammad, a current day Black historian, might argue that the plot of this film traces back to the moment when, in 1865, following the Civil War, European immigrants were given opportunities by the government to stray from their acts of criminality but recently freed Black people were not.Instead, as Muhammad asserts in a Bill Moyers interview, as well as his book, Condemnation of Blackness, Black people were sent to ghetto housing to sort their criminality out on their own, whereas White European immigrants were given social welfare and job opportunities because they were, as Muhammad states, thought of as â€Å"children of Americans who need our help†, but Blacks were thought of as â€Å"naturally morally inferior and had propensity to harm people or steal†.American History X mimics this way of American ideology when Derek preaches, â€Å"We're so hung up on this notion that we have some obligation to help the struggling Black man, you know. Cut him some slack until he can overcome these historical injustices. It's crap. I mean, Christ, Lincoln freed the slaves, like, what- 130 years ago? How long does it take to get your act together? † If Derek had read Damnation of Blackness, he would understand Muhammad’s theory that it has been 130 years (from the end of Civil War to the making of the film) of a race in America that has ontinued to be downtrodden and imprisoned through actions such as Black Codes, Stop and Frisk policy, and the â€Å"invention of the criminal justice system as a repressive tool to keep black people in their place†. That is a hard battle to win. Derek migh t also understand how he fits into Muhammad’s theory that the European race has ideologies of an institutionalized Black race when Derek complains, â€Å"One in every three Black males is in some phase of the correctional system. Is that a coincidence or do these people have, you know, like a racial commitment to crime? † Bryan Stevenson:Not only does such a statement back up Muhammad’s theory about American ideologies, but it also touches on Bryan Stevenson’s argument. In Stevenson’s interview conducted by Bill Moyer, Stevenson states that in order to change the notion that the Black man is a criminal, we must understand the history from where it stems, and we must care about human rights and dignity while we remember that all of our survival â€Å"is tied to the survival of everyone. That our visions of technology, design, entertainment and creativity have to be married with the visions of humanity, compassion and justice†.Derek’s r ant about Black males in the correctional system oozes with Stevenson’s idea that the power of criminality identity among Black culture ultimately came from how American government and Europeans have stigmatized the Black race. In the scene where Derek finds himself in his prison cell begging African American Principal Sweeney to help him, it is not until Sweeney replies, â€Å"Has anything you’ve done made your life better? † that Derek sees the light and begins to make a change toward a life outside neo Nazism. This is a perfect example of the power of identity which is Stevenson’s underlying idea to his theory.Immigration: The writers of American History X touch on the illegal immigration topic as does the text, Think American Government, in chapter 1. The textbook says that, â€Å"critics (of illegal immigrants) charge that undocumented workers drive down wage rates for American citizens† (15). In the film there is a scene in which Derek gives a lecture to his neo Nazi peers on the subject of illegal immigrants to pump them up to terrorize a neighborhood store that has been taken over by a Korean owner who replaced the American workers with 0 illegal immigrants: â€Å"It’s about the hardworking Americans falling through the cracks and getting the shaft because their government cares more about the constitutional rights of†¦Ã¢â‚¬  illegal immigrants. However, the textbook lends a contrasting thought stating â€Å"advocates contend that the United States benefits from†¦ illegal immigration. They argue that undocumented workers take jobs that citizens do not want and that they pay more taxes than they receive in government services† (15). It is also worth noting the difference in illegal immigrant statistics from when the film was released in 1998 until now.According to the U. S. Department of Homeland Security (DHS) â€Å"2,830,000 illegal immigrants resided in California in 2011 compared to 2. 5 million in 2000. † In the same scene, Derek states, â€Å"There’s over 2 million illegal immigrants bedding down in (California) tonight†¦ $400 million just to lock up a bunch of illegal immigrant criminals†¦Ã¢â‚¬  In an article by BakersfieldNow. com on May 25, 2011, it was estimated, using data from California Department of Corrections and Rehabilitation from 2010, that California now spends $1 billion on illegal immigrant prisoners compared to the time the movie was released. irst amendment & Hate-Crimes Legislation: Another point worth noting, from when the movie was released in 1998 until now, is hate-crime laws. Within the Bill of Rights, the first ten amendments to the United States Constitution added in 1791, Amendment 1 states, â€Å"Congress shall make no law†¦ abridging the freedom of speech†¦Ã¢â‚¬  (363). Although the first amendment protects freedom of speech, it is not legal to use freedom of expression during an act of hate crime. The textbook states â€Å"in recent years, many states have adopted hate-crimes legislation, enhancing penalties for persons convicted of crimes motivated by bias† (69).Interestingly, Obama signed a bill in 2009 which was rooted by two hate-crimes of 1998, the year American History X was released, but it was before the movie that the Hate Crimes Statistics Act of 1990 came into effect. According to USA Today, in an article published October 28, 2009 and entitled â€Å"Obama Signs Hate-crimes Law Rooted in Crimes of 1998†, the Matthew Shepard and James Byrd Jr. Hate Crimes Prevention Act expanded the existing Hate Crimes Statistics Act of 1990 and mandated that it is against the law to attack any person â€Å"based on sexual orientation or gender, in ddition to race, color, religion or national origin†. Matthew Shepard was a gay teenager beat by two Wyoming men in October of 1998, after which he was tied to a fence where he died. In June of the same year, James B yrd Jr. , an African American man, was chained to a truck by three white men in Texas and dragged to his death. Notably, as the text explains increased penalties are given for those charged with hate-crimes, Derek only received 3 years for his hate-crime in the film.In conclusion, I would recommend the film to anyone interested in wanting to broaden their horizons on the race wars in America. I thought it was prudent that Derek verbally gave the stereotypical views of hate mongers in America, but it would be interesting to see how Khalil Muhammad and Bryan Stevenson might add their theories to the dialogs of the Jewish teacher or the Black principal to show America a way of thinking that I believe is not in the public eye as much as it should be. Perhaps a film should come our way from those two aforementioned?

Chilis strategic market entry plan Essay Example | Topics and Well Written Essays - 4000 words

Chilis strategic market entry plan - Essay Example The initial step begins with identifying the foreign market that the firm wants to explore in. This decision is based on a number of strategic alternatives that underline the market opportunities and strategic orientation of the firm based on defined market needs. Once the decision of the foreign market is made, the next step involves identifying the market entry mode. This involves crucial decision on the firm’s choice of market entry mode and the decision is guided by several factors that require a deeper understanding of the country’s political and legislative environment. The report provides an insight into the market entry plans and strategic marketing alternatives that Chili’s will adopt in order to enter and establish its operations in London markets. The previous report analyzed the market environment and global marketing strategies that can help Chili’s strengthen its market position in London. This report explores the various market entry strateg ies that would be most appropriate for Chili’s and then identifies the marketing mix alternatives available to the company. The report also provides an insight into the suggested organization structure and a review the role of logistics and supply chain in the successful operations of the firm. The findings and recommendations of the report is supported by theoretical models and frameworks that help in explaining the decision making process and its viable impacts. The findings and recommendations of the report is supported.

Who Were the Two Key Figures in Philosophy at the Turn of the Century Research Paper

Who Were the Two Key Figures in Philosophy at the Turn of the Century - Research Paper Example Alison Wylie is a philosopher of science that dealt with evidential reasoning including various ideas of objectivity while attending to vagaries of a specific inference from limited data. Wylie has made a great contribution to how archeologist will be able to establish knowledge claims regarding social and cultural pasts having a radical and incomplete information base. Through his philosophies, there are ways in which ideas and objectivities can be defended while recognizing explicit partisan interest should not be biased, instead play an important role in inquiries. Roberto Torretti made a great contribution to the philosophy of Immanuel Kent relating to Geometry and Elparaiso del cantor, although much of the work did by Torreti dealt with mathematics and physics. The most recent work he did focus majorly on relativity theory and geometry of the 19th century; in addition, he wrote a comprehensive dictionary on logic as well as the philosophy of science Jesus Mosterin (Boersema) Dav id Charles Stove is a professor who made scathing attacks on issues like Popperian falsification, postmodernism, Marxism and feminism. The stove is a known defender of inductive skepticism and he was able to write various articles for magazines that were non-philosophical. One of his arguments regarding inductive skepticism is that it was fallacious and harmful and it causes modern nervousness, he also criticized biology of evolution stating that it was not as radical as it should be, especially the distortion view of human beings that is proposed by Ultra-Darwinists. Moreover, he also argued about altruism stating the altruism has given some contributions to the growth of cynicism and selfishness among human beings. Charles Darwin is a philosopher who established the theory of evolution in 1859; moreover, like many other philosophers, he also had a tremendous impact concerning the philosophy of America. Though he was not known many outside academics, two thinkers came up and wrote along with his lines of philosophy. The two thinkers are John Fiske (1842-1901) and Chauncey Wright (1830-1875), they both insisted on the importance of understanding morality and consciousness in conjunction to their evolutionary development; therefore, their way of thinking became more liked in the twentieth century. In addition, other 19th century philosophers include the three philosophers who are known as classical pragmatists, of the three Peirce Charles came up with the term â€Å"pragmatism†, the logic of relations and the studying of signs in the 1870s. Despite this, Peirce who is also known to be a mathematician, as well as a scientist, wrote about the importance of philosophy as well as the value theory. James William is another philosopher who did more work than Peirce did; moreover, he popularized pragmatism as a theory that stood for truth and resolved disputes in his work. John Dewey, on the other hand, reached more audience as compared to Peirce and James beca use he was born many generations after them. Due to his work, he was a known reformer of education who participated in public forums as well as influencing democratic and education works.  

Case analysis Study Example | Topics and Well Written Essays - 1500 words - 2

Analysis - Case Study Example The customer loyalty gained by this company emanates from the trust bestowed upon its good intentions and commitment to sharing the music experience with the community both locally and beyond. Although sharing a similar financial history, the companys principal competitors include the Detroit Symphony Orchestra, the Chicago Symphony Orchestra both of which have operated at deficits in the past. San Francisco Symphony has a high corporate strategy that appreciates its current position, its future aspirations and aims at defining the means of getting to its destination. Under its business strategy, the symphony can be said to have a good long-term plan on how to achieve its strategic objectives by the year 2018. In terms of its human resources, the company takes pride in the rich experience of its director, president and board members as a reliable, functional strategy for both its planning, development and marketing needs. The symphonys superior music experience in terms of recording and performance make up its strengths (Hall & Taylor, 2014). However, the consistent deficits and periodic poor financial performance is a weakness that must be improved to make the companyâ⠂¬â„¢s future brighter. Considering the customer base, and its good leadership, the Symphony has an open opportunity for growth. However, competition and the unionization of the music industry are major threats. An analysis of the competitiveness of the company, the ethical issues that arise in its operations, its financial status and the overall framework shall be made with the aim of establishing its actual position. The competitive analysis will adopt the Porters Five Forces analysis and the VRIO framework. The unstable financial stability of the company marked by consistent deficits will be deeply analysed. The study will endeavour to make recommendations that can improve the company in both its corporate, business and functional strategies. Through its

Client entity letter Essay Example | Topics and Well Written Essays - 250 words

Client entity letter - Essay Example To start with, a solo-proprietorship will require a small capital, few legal requirement if any and less demand in management. Conversely, the returns may not be much as compared to other entities. A partnership requires a group of people, who came together, pool their resources and pursue a common goal. The risk of business failure or losses is spread to a number of individuals hence proving more important that sole-proprietorship. The only requirement is the partnership deed required by the law. A third distinction occurs on liability issue. A sole-proprietorship and partnership are liable for losses that might occur in business. A creditor would claim their dues to be paid if such business collapses. For a limited company, limited liability partnership and corporations, the case is different. The claims would not fall under the owner of the business rather the business itself. However, this should not result from malpractice or professional negligence. These entities are recognized by law and have legal status. Finally, any form of limited entity be it a partnership, limited liability company, public company have access to better funding. The rate of returns is equally promising compared to unlimited form of

Management Issues and Policies Case Study Example | Topics and Well Written Essays - 1750 words

Management Issues and Policies - Case Study Example Globally, the firm is rated the ninth merchandising corporation. Additionally, Costco has been regarded the largest seller of fine wine entirely in the world, since October 2007. In the United States in particular, the main challengers operating membership stores are companies such as Sam's Club as well as BJ's Wholesale Club. Between the two competitors, Sam's Club actually has more warehouses than Costco as a matter of comparison. However, Costco does register superior overall sales volume (Costco Wholesale company profile 8). This informs Costco's ability to employ roughly 142,000 employees on full- and part-time basis, including even the seasonal workforce. Costco had about 55 million memberships by September 2009.[update] For financial year 2009, the Costco's sales summed to $71.42 billion of which $1.28 billion formed the firm's net profit. This huge profit margin particularly has been boosted by the American Customer Satisfaction Index (ACSI) which crowned Costco the best in retail store industry and further rated it with an achievement of 83 in Q4 in the year 2008. Financially, Costco is doing well. In fact, like all other merchandisers, Costco do make fundamental decisions. These decisions are two fold: first, they pay keen attention at the price at which it sells its products. Second, they also do consider the degree of service it provides to its consumers. With regard to these two key decisions, the firm usually involves relevant departments to establish workable policies. For instance, a department store might be needed to set the price of its merchandise at a relatively higher level and at the same time provide a great deal of service. On the other hand, a discount store might be tasked to price its merchandise at a relatively low level and duly provide limited service. Their commodities or products are also playing a great role to their huge sales volumes. This argument is actually informed by the type of discount they offer to their customers. Their discount stores for example do require a customer to purchase memberships which intern p ermits them to make their purchases in bulk and yet at a reduced wholesale prices hence affordable. According to Needles, B.E. et al (291) in their joint book Principles of Accounting, Costco's financial efficiency and effectiveness are also propelled by their purchases of merchandise in bulk from a number of suppliers. In addition, Costco do put their purchases on racks in its own warehouse-like stores and in turn vend the goods to customers at quite low prices, with negligible individual services. COSTCO'S FINANCIAL HIGHLIGHTS Operating Results (In million) Fiscal-Year Ended August 28, 2005 August 29, 2004 Change Net revenue $ 52,935 $ 48,107 10.0% Cost of sales 46,347 42,092 10.1 Gross margin $ 6,588 $ 6,015 9.5 Operating expenses 5,114 4,630 10.5 Operating income

The History and Politics of Charter Schools in Indiana Research Paper

The History and Politics of Charter Schools in Indiana - Research Paper Example According to different policymakers and reformers, charters schools would help in improving the overall standard and structure of education in the state. These charter schools allow enrollments without the element of any discrimination. The main purpose behind these charter schools is to provide an ease in education with excellence and effectiveness (Cheung, 1998). Undoubtedly, the numbers of charter schools are increasing rapidly. It has been estimated that there are nearly 4900 charter schools in the United States with an average of 400 charter schools opening on yearly basis (Lake, 2010). On an account, it has been estimated that till 2011, there are total of 36 charter schools that have been authorized in Indiana with 22 schools already functioning while 10 schools were set to start their operations in future. Two schools were shut downed even before opening of their academic operations due to lack of resources while just one school had been shut down officially due to inadequate and unsatisfactory results and governance. These charter schools have increased in number throughout in the state of Indiana with the highest number of charter schools operating in the main city of Indianapolis, where they account for 11 charter schools out of the overall 22 charter schools in the state (Plucker et.al, 2004). History of Charter Schools Movement in United States:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The concept of charter schools was coined in late 1980s. Ever since this concept has come into force, it raised a thought that charter schools would help in increasing the quality of education. The historical movement for charter schools began in 1991. This movement was aimed to achieve a new milestone in offering high-quality education through the establishment of wee-defined public schools for both children and their parents (Source: Mayor Sponsored Charter Schools: 2010). Charter school funding is complex to understand and has gone through many phases of development. Many pol itical camps have appreciated the implementation of charter schools as it would influence the process for improving the standard of education all around the United States (Butryomowicyz, 2011). The History of Charter Schools Movement in Indiana: The state of Indiana has played a key role in the national charter school movement. This law was signed in May 2001 by the Governor Frank O’ Bannon. The law signed extended the right and permission to the concerned groups to play a positive role in the establishment of such charter schools in Indiana. The purpose behind the creation of Indiana’s charter school legislation is to recommend the various innovative but diverse options in public education to not just to students but also to cater the academic need of their families and the educators. This legislation is focused to target and serve in delivering the quality education to diverse populations of students hailing from different backgrounds (Source: Mayor Sponsored Charter Schools: 2010). In Indiana, the policy for charter schools was well-appreciated and positive work began when Indianapolis strategizes its own charter school after the acceptance of the law that passed in the state in year 2011. Since then this policy has remained in a continuous cycle of change (Plucker et.al, 2005).

The Emergence of a Superpower Essay Example | Topics and Well Written Essays - 250 words

The Emergence of a Superpower - Essay Example He ended U.S isolationism policy by acting aggressively in foreign matters without even the consent or support of the congress (Oakes 89). Roosevelt also developed a powerful and large navy that was significant to the U.S defense since it served as strong restraint to American foes. Woodrow Wilson as the president of the U.S abandoned the imperialist policy implemented by Theodore Roosevelt and came up with a new means of America dealing with other nations. Despite the fact that he believed that it was the duty of America to change the world, he believed that everybody in the globe had the right to self determination in that they were to decide on the type of government they wanted (Oakes 148). In order to increase U.S influence abroad, Wilson aimed to protect democracy. For instance, Wilson was forced to invade Nicaragua in order to assist the rebels who had ousted a totalitarian regime. Franklin Roosevelt’s foreign policy was overshadowing domestic or local policy because he was more concerned about what was happening in Europe. After refusing to support stabilization of global currency in 1933, he stabilized the dollar in 1934 and started to assist Great Britain and France to stabilize their currencies and keep them from totalitarian nations (Oakes 96). Just like Theodore Roosevelt, Franklin Roosevelt believed that U.S had to develop strong army in order to quarantine aggressive nations such as Germany and Japan. In order, he developed the good neighbor policy, which was a re-examination of the U.S policy in Latin America. During Franklin Roosevelt’s term as president, Latin America was the U.S area of interest, thus, it was significant to make American presence felt in the area (Oakes

Retail Marketing (retail development) Essay Example | Topics and Well Written Essays - 3250 words

Retail Marketing (retail development) - Essay Example This is the process of matching the personal requirements of consumers and the product from the producers. Retailers break the bulk for the consumers. On the other hand, one stop shopping is a concept that allows a collection of products to consumers at one location. The ideology behind this kind of retail development is to ensure convenience for customers since their needs are usually varied. It's also beneficial to the business as it will be able to sell more. A retailer is an agency, a person, or an institution that is influential or very active in ensuring that merchandise or products are available to the final consumer (Kaufman 2006). Retailers often carry out critical tasks that ensure the products are attractive to the clients and that they fulfil the need that they are intended for. By this, the retailers are able to anticipate the needs of the clients, develop a variety of products, collect market information and obtain financial support (Thorne & Mackey 2007). There is a common assumption that retailing involves the selling of products in stores. This is partly true as the phenomenon also includes the selling of services like in a beauty parlour, car rental and restaurants. One very important function of retailing is providing a variety of products at one place for the clients. ... One-stop shopping has developed rapidly due to the changing societal needs to save time, find convenience and minimize movement (Kaufman 2006). The contemporary society now finds this trend conducive with the current lifestyle since shoppers are able to fulfil most of their need at once in one place. This therefore means that an appropriate assortment of products is a must and that the desirable mix of stores has to be collected together at one convenient spot (Samli 2003). One-stop shopping is associated directly with the number of hours people spend in stores shopping The use of a product's best characteristics within the promotions in the market is still very appropriate but it's evident that due to competition and the needs of clients, something more than just market campaign has to be done (Thorne & Mackey 2007). The service industry has been spearheading the changes and has become the primary criteria that clients use to determine where to shop. Better service will keep the clients coming back. The tendency has naturally developed and influenced the product stores to adopt offering a variety of goods and services under one umbrella (Kaufman 2006). This benefits the customers and sellers. The location of a business unit is critical. Producers usually consider different factors before they can decide on where to locate their premises for stores. Some of them include market availability, factors of production and security. Retailers base their location of demand, supply and store image factors. The number of operation units is usually very high in a one stop shopping centre. This is so that the centre can be able to meet the demand and cover a wide geographical area (Thorne & Mackey 2007) In a shopping centre, retailer

Theology Reflection Paper Essay Example for Free

Theology Reflection Paper Essay Introduction For my two topics I choose The Nature of God and Sin Nature (the nature of man). The two topics are obviously complete opposites but as a child most of what I knew about God came from the sinful nature of family that I looked up to and later how I learned to recognize and pray for my current sinful nature was from learning the actual Nature of God. In this paper I will explain how the two topics connected with my life and how this study has help me understand both topics even more. Formerly, when you did not know God, you were enslaved to those that by nature are not gods. But now that you have come to know God, or rather to be known by God (Galatians 4:8). The Nature of God The Nature of God is truly understood with the Holy Spirit and the study of God’s Word. Supremacy, Omniscience, Omnipotence, Omnipresence are just a few words that describe the Nature of God. To truly know God is to fear him and be in awe of him. To the King of the ages, immortal, invisible, the only God, be honor and glory forever and ever. Amen (1Timothy 1:17). I was raised in a Gypsy culture which led to many terrible understandings in the outside world. One huge misunderstanding is that I had of the nature of God. As a gypsy child we would listen to many stories from â€Å"successful†Ã‚  elders in hopes of learning some great secret to help us. Many of these stories involved superstitions and the justification of doing bad things to get a head. One story that helped justify such acts was that as Jesus Christ was being crucified a gypsy boy stole one of the nails intended to be used to nail Jesus to the cross. We were told because of this Jesus forgives us for like sins that we commit to live our life in the gypsy culture. This story and mentality really affected the view I had of the Nature of God and the life I should live. The Holy Spirit, whom the Father will send in my name, he will teach you all things and bring to your remembrance all that I have said to you (John 14:26). It is pretty clear to me now that the understanding we all had back then was not due to the Holy Spirit. After being adopted by a Baptist preacher and actually being saved I started my journey to understand the Nature of God. The current understanding I have of the Nature of God has taken 15 years to create. Every day God reveals his nature to me with current issues, reviewing my past and with studying God’s Word. Sin Nature The sinful nature wants to do evil, which is just the opposite of what the Spirit wants (Galatians 5:17). Sin Nature is something mankind cannot combat without the Spirit. For I know that good itself does not dwell in me, that is, in my sinful nature. For I have the desire to do what is good, but I cannot carry it out (Romans 7:18). Sinful Nature has been passed down all the way back to Adam. But one’s personal Sin Nature can find its roots much closer to present time. I have found that I share most of my sinful struggles with my father, Tommy. Tommy, has been married over 12 times is an alcoholic and addicted to drugs and violence. But all of these sinful destructive traits are easy to avoid for a son that has a clear picture of what happens to a man with such habits. But the issue that wasn’t as known is Tommy’s addiction to porn. My journey with porn started at an early age and is rooted deep within me. This sin nature has defeated over 20 relationships with distorted visions of sex. I do not understand what I do. For what I want to do I do not do, but what I hate I do (Romans 7:15). As my father before me I could fall into the same traps of multiple marriages and violence, but because of the knowledge I have of God’s Nature and the Holy Spirit inside of me I can combat said sin with knowledge. Those who  live according to the flesh have their minds set on what the flesh desires; but those who live in accordance with the Spirit have their minds set on what the Spirit desires (Romans 8:5). Conclusion In the 11th chapter of Core Christianity, Elmer Towns says â€Å"Whenever Christianity touches a culture in a significant way; there is always a change in a positive way.† Being raised in one culture that was not truly touched by Christianity and then adopted into a completely different culture that was truly touched by Christ I have personally felt and seen the positive effects Christianity has when it touches a life or culture. In chapter 5 of Core Christianity, Elmer Towns speaks to One Door—Two Sides. In most of his book but especially in this section E. Towns, highlights my now Reformed Perspective God has revealed to me. I now have a better understanding of The Nature of God and how truly blessed I am, The Lord is my strength and my shield; in him my heart trusts, and I am helped; my heart exults, and with my song I give thanks to him {Psalm 28:7)

Globalization And Environmental Education Education Essay

Globalization And Environmental Education Education Essay The two topics that I have chosen from the sessions are globalisation and sustainable development. I am interested to look at the views from globalisation and environmental education by looking beyond the sustainable development (what is sustainable development, the principles and the importance). First of all, before discussing further in details on the topic of sustainable development, we should know that globalisation and education are world wide issues that interrelated to each other. There is a significant amount of research involving the study of intertwined worldwide discourses, processes, and institutions affecting local educational practices and policies regarded to globalisation and education. Spring (2008) suggests that there are four major theoretical perspectives relating to globalisation and education. They are; world culture, world systems, postcolonial, and culturalist. Many researchers endorse that the major global educational discussions are about the knowledge economy and technology, lifelong learning, global migration or brain circulation, and neoliberalism. However, there are critics of current global trends support educational alternatives that will preserve local languages and cultures, ensure progressive educational practices that will protect the poor against the rich, and protect the environment and human rights. I found this is interesting and we should have a view that sustainable development is a global issue as well as the local one (Atkinsson, 1999). Therefore, personally I interested on the theme of sustainable development which is linked with that of the global dimension within the cross-curricular dimensions of the National Curriculum. I believe as a future teacher, this topic would be interesting to be discussed and analysed. This is because in the future I probably will be addressed by such responsible to educate students with such knowledge. Definition of globalisation and sustainable development Definition of globalisation The term globalisation is used in a variety of contexts, supposedly to indicate economic interdependency and the power exerted by some multinational corporations that no longer have strong links with any particular country, but see themselves as transcending national boundaries (Soubnita, A.T, Sheram. et. 2000). The technological revolution seems to be one of the most powerful engines of the globalisation process (Friedman, 1995: 341) I learned that globalisation is a term that has a very wide definition. Different groups will define it differently and will have different views on what globalisation really is. Moreover, I found that there are numbers of the definition for the term globalisation mostly emphasizing its agendas of growing prosperity and development opportunities for all. Green and Bare (2000) have the ideas that globalisation is the terrible triumph of unrestrained capitalism and the resulting cultural homogenization, the domination of the United States, plundering of the environment, and the widening gap between the rich and poor. Definition of sustainable development As globalisation is requiring development, therefore I believe that the need to avoid further depletion of the world resources in order to develop this world is a general understanding on the definition of sustainable development term. A conference on Environment and Development held in Rio de Janeiro in 1992 by the United Unions manifest the first international attempt to draw up action plans and strategies in order to moving towards a more sustainable development. Dresner (2002) mentions about the discussion made in the Brutland Commission in the 1987 where sustainable development was appealed as the resolution of the environmental problems. From the reading on several articles and books, I agree that sustainable development is about ensuring that people can fulfil their basic needs, while preserving the environment so that the future generation can also have the same or even better quality of life. Moreover, I understood that sustainable development recognises that the three pillars the economy, society and the environment which are all interconnected. I interested with a statement that; Sustainable development is development that meets the needs of the present, without compromising the ability of future generations to meet their own needs. (IISD, 2012) 1.3 Personal views My stand is that the concept of sustainable development can be understood in many different ways, but at its most basic is an approach to development that looks to balance differently, and the needs against the awareness of the environmental, social and economic limitations that we face nowadays. Therefore, I believe that sustainable development is about improving ways of implementing things, for the benefits of both the future and the present time. For the sake of sustainability, we might face many changes in the way we life but that does not mean that our quality of life will be reduced. Thus, from the definition of globalisation in relation to sustainable development I could say that sustainable development is a global issue that needs everyone to play their roles in order to ensure it is a success. Of course, there are goods and bad things regarding globalisation and the relation to the context of sustainable development. Globalisation and sustainable development in environmental aspects I am interested with one of the dominant principles of sustainable development which states that sustainable development is to live within our environmental limit (Dresner,2002). To clarify, the principle is respecting the limits of the earths environment, resources of biodiversity with aims to improve the environment and ensure that our natural worlds resources needed for life are not damaged and remain for future generations. Firstly, Dresner (2002) suggests that one of the principles of sustainable development is any development activity should help to sustain and not endanger our resources. We should have noticed that the Earths life-support systems are draining that once fertile areas can no longer sustain people ( Atkisson, 1999) ; fish resources have been depleted; the atmosphere, water courses and our food supplies have been polluted. It is challenging, to predict its effect on the ecosystems. For this reason, I believe that there is a need to apply the preventative principle that we can do to bring back our environments, which in turn opens up with many new development opportunities. Examples include organic farming and replanting trees. There is an idea that suggests if we are to sustain the planet, we must control population growth and change our patterns of consumption (IUCN, UNEP and WWF (1991)). Moreover, the worlds environment has continued to deteriorate (IUCN, UNEP and WWF (1991)). For example, deforestation at a rate of 14 million hectares a year; greenhouse gases are still increasingly pumped into the atmosphere, and there is a big amount of report mentions that the US has rejected the Kyoto Protocol and the present targets for emission reductions are clearly inadequate. Furthermore, there is a forthcoming crisis of water shortages around the world,and in India the problem is already there where some parts of India the people is still struggling to get enough fresh and clean water supply; and may news reporting that new technologies such as genetic engineering pose new environmental and health threats (IUCN, UNEP and WWF (1991)). I look all these matters with questions, if all these problems are revolving around the world, what is sustainable development really is? How successful is the idea to sustain the development? Globalisation and sustainable development in society To discuss further, I agree that the focus of sustainable development is to look it beyond just the environment. Atkisson (1999) mentions that it is also about to guarantee a strong, healthy and just society. Thus, I believe this means meeting the various needs of all people in existing and future communities, promoting personal well-being, social cohesion and inclusion, and creating equal opportunity (Orr, 1992). In addition, Spring (2008) advises that our attitude on development affects everyone. The impacts of decisions made in a society have very real concerns in others lives. For instance,a poor planning of communities, reduces the quality of life for the people who live in them. Sustainable development proposes a way to making better decisions on the issues that affect all of our lives (Orr, 1992). For example, we can ensure that residents have easy access to healthcare and leisure facilities by uniting health plans into the planning of new communities (Spring,2008). As I understood from sessions of the lessons, our world is not always fair. I find out that the majority of the global population does not have access to adequate resources; and these same people also suffering unjustly from pollution, depletion of resources and land degradation. Therefore, there still a question that pop-out in my mind; How do we work towards greater fairness, environmental justice and social sustainability? A report states that South Africa has taken a massive step forward by eliminating unfair apartheid laws and appointing a democracy that recognises equal rights (Cassius Lubisi, 2008). However, inequalities remain in the way people participate in the economy and benefit from it. On the other hand, there are demands for fairness in international trade procedures, which currently benefit the wealthiest nations when the wealthy people becoming wealthier while the poor stay poor or even poorer; and many cases on the discrimination against the less powerful ones. There are sum of research reporting economic injustices within each country. Therefore, in my view, economic policies and practices need a review in terms of their impacts on people and the world. To discuss further, we should know that social sustainability and well-being also involves education, health and a healthy environment, security, opportunities for relaxation and spiritual renewal, and peoples right to participate in decisions that affect them and not only dependent on jobs or income (Orr, 1992). This is also including the right to information about the environmental health impacts of development activities, and the right to legal action if such activities prove to be dangerous. Globalisation and sustainable development in economics limitation Speaking through the economics specs, Dreser (2002) suggests that to achieving a sustainable economy is meant to develop a durable, stable and sustainable economic development which provides chances for all, and in which environmental and social costs fall on those who enact them (polluter pays resolution), and efficient resource use is incentivised. A report from IISD (2012) states that sustainable development can lead to savings; as a result of SDC scrutiny, UK government has saved over  £60m by improving efficiency across its estate. I always have a thought that more development means for environmental protection and reduce poverty. Here a great mess started, because I believe linking the two concepts sustainability and development together opened the door for some to interpret the need for action as a need for more of the same development (Orr, 1992). They argued that where there is people in poverty and suffering, there is simply not sufficient economic growth. Thus, I assumed that the focus on the idea of sustainability shifted from nourishing living resources, to satisfying development. There are other better ways of thinking about development as a kind of development that would sustain or nourish people, including the poor, and at the same time not overshooting the Earths capacity to renew ecological resources. The Brundtland Report (1987) mentions about development that meets the needs of the present without conceding the ability of future generations to meet their own needs. These ideas really require us to think in a different way about the needs of the present, especially the dilemma of the most needy people, but also beyond them, about the future. Therefore, I personally think that we need to change our focus from continuously abandoning these parts of world to on how to sustain people and the mother earth and not following the old ambiguous path of economic growth as we concern about it. My view is that this belief should be about economic activities that endure people and earth and not about maintaining an economy, especially one based on development-as-growth, which is as noted would damage the earth and fails to benefit the majority of South Africans (Cassius Lubisi, 2008). Sustainable Development calls above all for reforms in the manner that some countries conduct their economic activities (Wackernagel and Rees,1996). Numerous measures have been proposed including: Removing unfair trade barriers Economists estimate that this would allow poorer countries to generate a total income three times the sum of official development aid; Removing Government subsidies that harm the environment and the poor; Upholding the polluter pays principle that those who do harm, must pay for redress; Instituting clear paths of responsibility and liability as for example, a CEO should be liable for the accuracy of a companys environmental reporting; Shifting the tax base from labour to resource use; in other words, rather than taxing us on what we earn through the work we do, tax us on our impacts and what we consume; Price products not only on what value has been added to them, but also in terms of what value they have deducted from the common natural resource base; Increase resource productivity ; create wealth with ever fewer resources. (Wackernagel and Rees,1996) I personally believe that truthful answers will require many companies to change either the nature of their business, or the way in which they go about it. Education for Sustainable Development 5.1 How to educate? In the 1990s, mounting concern over environmental and development problems has meant greater support for an educational approach, which not only considers immediate environmental improvement as an actual goal, but also addresses educating for sustainability in the long term (Wackernagel and Rees,1996). Although some education literature has embraced this new focus of environmental education for sustainability (EEFS), it has failed to outline the essence of this approach and has neglected questions about how it differs from the environmental education of the 1980s (Billet, 2001). No document exists to date which translates the goals of EEFS into guiding principles for its development in schools (Spring, 2008). Essentially, I think EEFS needs further definition. 5.2 Business, society, government and educational institutions Education for sustainable development is a life-wide and life-long learning endeavor which challenges individuals, institutions and societies to view tomorrow as a day that belongs to all of us, or it will not belong to anyone. (UNESCO, 2004:9) The United Nations Decade of Education for Sustainable Development (2005,2014) was initiated at the World Summit on Sustainable Development in Johannesburg. The Decade has achieved an agreement that sustainable development will remain nothing more than an interesting idea without education,. This global initiative has generated inspirational innovations around the world (IUCN, UNEP and WWF (1991)) which I think later bringing a very big impact to the world of education. 5.3 What is education for sustainable development? Billet (2001) mentions that the Environmental Education Association of Southern Africa (EEASA) has for years debated that environmental education is about sustaining all life, in socially and economically fairways. EEASA members have also seen environment as the interrelationships between ecological life-support systems and the economic, political and other social systems interrelating within and with the natural world (Billet, 2001). Thus, in my opinion, there is not much difference between environmental education and education for sustainable development. I would recommend that environmental education be not just for teachers to teach the students in school, but it is meant for everyone, in certain those who have an instant impact on the world as corporate or political decision-makers. The implementation of sustainable development in education is expected to produce a higher national workforce to enhance economic growth too (Mohd Zanal, 2009). Mohd Zanal views that an economical aspect is one element in Sustainable Development, and through education in which the country expects to produce more students who are more likely trained in field-related skills. The main question here is what are the elements required in the curriculum at the secondary school level if it would be supportive to the sustainable development of the country? However, based on my schooling experienced years back then, this idea of concerning and understanding of environmental education is not widely shared, and we used to have this one assumption in our mind that environmental education is only for children to learn about nature and how to preserve it. The Decade of Education for Sustainable Development (DESD) provides an opportunity to widen the public understanding of the role of education in moving towards ecological sustainability and social justice. This is good because I certain that it gives chances to bring the awareness the importance of education, apparently to educate people about ecological sustainability. Besides that, many countries can interpret education for sustainable development differently in ways that suit their certain context as advised by the lead agency for the Decade is UNESCO. This is because, reflecting back on the meaning of development, it is varied according to different groups views and needs. UNESCO itself has interpreted the idea as an umbrella concept for its various initiatives including the Education for All campaign associated with the Millennium Development Goals, as well as gender-sensitive education, rural development, health care, community involvement, literacy, HIV/Aids, human-rights education, peace education, and environmental education. This idea is hoped can be achieved and practised around the world. For a sense of what education for sustainable development might involve, I agree with the four domains of the Implementation Plan for the Decade: Creating access to basic education for all Re-orienting existing education programmes Raising public awareness and understanding Vocational and professional training for sustainability. The idea is to have Education for Sustainable Development in thousands of local situations on the ground, involving the integration of the principles of sustainable development in a multitude of different learning situations. (UNESCO) 5.3.1. Creating access to basic education for all Everyone should have a basic education if that particular countries are aiming to develop sustainably. In parts of the world, formal education is not yet universal especially for girls (UNICEF, May 2005). Schooling is compulsory in South Africa (Cassius Lubisi, 2008). On the other hand, report states that many children still do not go to school because of severe poverty, too few schools and poor communications and technology. There is also insufficient social support. It is reported that many learners stay home to care for babies and sick parents. In the many schools without ablution facilities, teenage girls are involuntary to miss classes each month. There is also a report states that some 40% of South Africas children are kept out of school to perform domestic duties or work in the fields. Even if a child makes it to school, governments limited capacity to organise existing resources often results in poor facilities and poor teaching (Cassius Lubisi, 2008). Thus I understood that these problems resulting to thousands of learners are dispossessed of the education that is not only their right, but the countrys key to social and economic development. 5.4 Teachers roles : Raising awareness and understanding : How? Creativity, teaching methods and industrial relations are the important elements of sustainable development efforts in the particular subject. This is consistent with the recommendations of Mohd Zanal (2009) who stated that sustainable development, in particular concerning to the development of teaching methods, interaction, participation, and collaboration in teaching and learning, should focus on hands-on experiences, visits to factories, field-work, laboratory work, and placement in specific industries. Mohd Zanal also ascertained that these methods would provide students with the necessary exposure and strengthen the sustainability of technical and vocational education. Supplementary teaching methods should also incorporate problem-solving skills, creativity, and innovation skills. Mohammad Sani (2001) considers that teachers undergo continuous education. This is prevalent particularly when viewed in a number of contexts such as changes in the educational environment itself, chan ges in the value of school and personal values, and changes in school management. This view was also supported by Halif (2006). The state training programs and courses in this service are essential in enhancing the level of teaching professionalism in facing challenges, which stem from outside the profession, such as the changing aspirations of society, and changes in technology. Internal challenges faced by teaching staffs ( the teachers, perhaps) would be the situation of educational organisations (governance), such as changes in curriculum, pedagogy and changes in government educational policies. Each student, for a certain period of time, will be placed in an industry related to their field of study. Billet (2001) viewed learning in the workplace as not only being very useful to students, but a matter which could not be avoided. Many students found the experience of working, partaking in conversation and gaining advice and knowledge from experienced employees pivotal in acquiring the knowledge and skills necessary for carrying out actual tasks. Further studies of learning in the workplace by Billet (1999, 2001) found that day-to-day activities in the work environment were a very important source of learning and experience to work. It was found that students received guidance in both direct forms through interaction with other employees and indirect form through observation and discussion of activities in the workplace. Workplace learning is also important to teachers or trainers and should become an in-service activity as part of their lifelong learning ( Mohammad Sani, 2001). Conclusion After all, I suggest that any significant efforts to improve the quality of teaching, the facilities at schools, and the health of communities is good steps to increasing access to basic education, and meeting the development requirement, which are fundamental to sustainable development. I believe that the challenge now is to help teachers to meet their responsibilities and do integrity to the exciting possibilities in the curriculum. I hope as a future teacher I would have the opportunity to teach this interesting topic on sustainable development as a global issue and be able to apply my understanding on the topic of globalisation and sustainable development.

Why are some children more successful as learners than others

Why are some children more successful as learners than others Before considering how children learn in a variety of ways it is important to establish how successful learning is defined for the context of this essay. Rigby et al (1992) broadly construed that learning refers to a life-long process in which organisms make contact with and assimilate their environment. However, it is important to relate specific types of learning to the theories of motivation, as the effects of motivation will impact differently on different types of learners. This dependent variable (learning) is directly influenced by the independent variables (type of motivation), so it is important to acknowledge the significance of learning within literature. Deci et al (1991) acknowledged that the central features of optimal learning are conceptual understanding and the flexible use of knowledge. Deci et al (1991) summarised this theory by stipulating, the learning outcomes stressed are understood both in the relations among facts and the ways to find or generate facts. My in terpretation of this theory is that it allows the learner to have an understanding of the outcome and processes that were used to find that outcome. Deci et al (1991) believe the strength of this theory lies in the recognition that the acquisition and retention of facts are not enough to promote successful learning. Another factor to consider, for the context of the essay, is that children learn in a variety of different ways. The deep learning approach describes active engagement with the content, leading to extensive elaboration of the learning material, whilst seeking personal understanding. In contrast, the surface approach indicates the use of routine memorisation to reproduce aspects of the subject matter expected to be assessed (Entwistle, 2001). There is a general acceptance that the manner in which individuals choose or are inclined to approach a learning situation has an impact on performance and achievement of learning outcomes (Cassidy, 2004). My interpretation of Cassidys research is that one learning style will not be more successful than another, but, consequently, it is imperative for teachers to approach a learning style that suits the individuals in that class in order to engage them in the process of learning. Learning needs to be personalised for all children so they can achi eve their educational potential. If personalised learning is not accomplished, not every child in the class would achieve the same success in their learning. It is also important to recognise the effect that the learning environment has on the success of children and how this can be manipulated to create a positive experience for them. Reeve (2006) recognised that students can be curious, proactive and highly engaged or they can be alienated, reactive and passive. Just how engaged students are depends on the quality of classroom conditions. In school settings, engagement is important because it functions as a behavioural pathway by which students motivational processes contribute to their subsequent learning and development (Reeve et al, 1991). Therefore, it is important that an effective learning environment is created to enhance childrens motivation and, in turn, increase their learning success. However, opposing this, Taylor, Ntoumanis and Smith (2009) recognise the peripheral position of P.E. means that P.E. teachers work in very different occupational environments in comparison to teachers in core subjects. It is important to manipul ate the environment to suit the subject being taught therefore enhancing learning. I believe the majority of children respond positively to the P.E. environment, as it is a different setting to the classroom. As a direct influence of my experience as a student and a teacher I, believe that a positive correlation needs to be created between the learning environment and the learning style of the students so that successful learning can be created. I also believe this makes a teachers job particularly difficult nowadays because there are so many independent variables that need to be considered so that learners can achieve their maximum learning potential. Hardre et al (2006) recognised that the interaction of teaching and learning results from complex dynamics of multiple structures and characteristics. This places particular emphasis on the teachers motivation to understand these characteristics. Teachers motivation appears crucial for optimal human functioning in the work place because teachers who are highly motivated are more engaged in their work and more satisfied (Fernet et al, 2008). Furthermore, Fernet et al (2008) state that a teachers motivation is directly linked to their student s motivation. The overall aim of this essay is to reflect on the importance of motivation in relation to Self-Determination Theory (SDT). It is important to declare that other theories of motivation are signified for educational settings, but this theory will be used to make links between types of motivation and successful learners. SDT (Deci Ryan, 1985) distinguishes between different types of motivation based on the different reasons or goals that give rise to an action. A person who feels no impetus or inspiration to act is characterised as unmotivated, whereas someone who is energized or activated toward an end is considered motivated (Ryan Deci, 2000). Ryan Deci (2000) declare that the most basic distinction is between intrinsic motivation, which refers to doing something because it is inherently interesting or enjoyable, and extrinsic motivation, which refers to doing something because it leads to a separable outcome (Ryan Deci, 2000). SDT, when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, the value of education, a confidence in their capacities and attributes (Deci et al 1991). SDT is one of the most widely used theoretical frameworks to study motivation in P.E, which is not surprising given that its major propositions and constructs are highly relevant to P.E. (Ntoumanis and Standage, 2009). To conclude, previous research in this area is imperative to determine which method of motivation creates the most successful learner. SDT assumes that inherent in human nature is the propensity to be curious about ones environment and to be interested in learning and developing ones knowledge (Niemiec Ryan, 2009). Even though this theory can be applied to an educational setting, can it be assumed that students would still go to school if they have a choice of attending? Would children be curious about this type of environment and the processes that occur there if they didnt have an obligation to attend school? Deci, Ryan and Williams (1996) recognise that for an action to be considered fully self-regulated, people must experience a sense of volition and a sense of unpressured willingness to engage in the action. However, by law, all children of compulsory school age, between 5 and 16, must receive a proper full-time education. Parents are responsible for making this happen, either by registering the child at school or by making other arrangements which provide an effective education (Department for Education, 2010 ). After taking into consideration the legal requirements (external factor) that ensure children attend school, it is important to discuss whether they exhibit intrinsic or extrisic motivation within school. Intrinsic Motivation Intrinsic motivation can be classed as behaviour which is accepted in the absence of external impetus and that is inherently interesting and enjoyable (Ryan Deci, 2000). Vansteenkiste, Soenens Lens (2009) suggests it is important to apply realistic and meaningful intrinsic goals to the learning activity so that children accept the promoted goal. This theory has been supported by Katz Assor (2006) who state that options should be constructed that are relevant to childrens interests, aimed at their level of ability and are congruent with their values. It is important to recognise what effect this has on the success of learning and Gronlick Ryan (1987) found that elementary school children, who reported more autonomous motivation for doing schoolwork, in general, showed greater conceptual learning and better memory than children who reported less autonomous motivation. This is an important factor as conceptual learning is directly related to the definition of success learning used i n this essay. I would argue that it is difficult to achieve this throughout the curriculum as the learning is always facilitated towards assessment. Several studies have supported this by demonstrating that under certain conditions extrinsic rewards can enhance intrinsic motivation (Ryan, Mims Koestner, 1983). I dont believe that all students would be able to disengage from the fact that they are always being assessed, whether it is formative or summative methods, and perform based on intrinsic feelings alone. In conjunction with this, I dont believe it is physically possible for teachers to facilitate a learning environment that will enable all students to be working towards their maximum learning potential as there are too many learning variables to manipulate at one time. Extrinsic Motivation It is important to recognise that intrinsic motivation, as discussed above, is not the only form of motivation which students can demonstrate in an educational setting. Pupils can also be motivated by extrinsic factors which lead to a separate outcome. Deci Ryan (2010) recognised that extrinsic motivation is used to motivate students on tasks and lessons that are important but not necessarily intrinsically interesting. Niemiec Ryan (2009) suggest that all too often educators introduce external controls into the learning climate, which can undermine the relationship between teachers and students and also stifle the natural process involved in high quality learning. However, I think it is impossible to achieve the natural process of learning consistently and this method of motivation can be used regularly and effectively, to enhance learning in the long term. When pupils are amotivated, extrinsic motivation can be used to ensure that they are engaging in the teaching and learning pro cess. Fortier, Vallerand and Guay (1995) support this argument by stating that extrinsic motivation can be used as a means to an end, therefore, if autonomy is not present then it be used as a method of increasing successful learning. Types of Extrinsic Motivation In SDT, an analysis of extrinsic motivation revolves around the developmental process of internalization (Rigby et al. 1992). Internalization is the process of taking in a value or a regulation and it describes how motivation for behaviour can range from amotivation, to passive compliance, to active personal commitment (Deci Ryan, 2000). It is through the process of internalization that extrinsic motivation enables self-determined engagement during important but uninteresting endeavours (Deci Ryan, 2010). Therefore, it is vital to recognise its importance in an educational setting and its effect on the success of learning, as there are many activities in school which students find boring or uninteresting. It is important to recognise that SDT lists three types of extrinsic motivation and each type of motivation varies in how self-determined and internalized it is (Deci Ryan, 1991). External Regulation Deci Ryan (1991) recognise that in the real world of the classroom extrinsic motivation is an important method of engaging students on tasks and lessons. External regulation motivation arises from and is dependent on the presence of environmental events such as rewards, pressures and constraints (Deci Ryan, 2010). External regulation is focused on the outcome of tasks such as assessment and grades in an educational setting. This method is not self-determined and lies on one end of the self-determination continuum. I would argue that this method of motivation is used throughout the school curriculum as children are continually assessed through formative and summative methods. When applied to core P.E. it is important to realise that students are still graded on their ability and knowledge at the end of a unit of work. However, it is important not to use this method of motivation all of the time or it will lose its value. SDT explains that autonomously supported students thrive, and it explains why students thrive when the teacher supports their autonomy (Deci Ryan, 2010). I think that there needs to be a balance between the two dichotomies and external regulation should be used during more arduous tasks and when the children are amotivated. Therefore, a more autonomous approach should be used during tasks and lessons that are more likely to engage the students. Finding a balance between these two dichotomies and utilising them efficiently would help to increase students learning success. Introjected Regulation Deci Ryan (2010) suggest that the internalized demands of a teacher or parent actually regulate the students behaviour, which leads to the reasoning behind introjected regulation (representing the first phase of the internalization process). When parents are controlling they value obedience and conformity in their children (Grolnick Ryan, 1989). I believe this type of motivation is what is needed for some students because they are able to engage more in lessons if they are supervised closely and behave to an ideal standard. I have found this method to be successful with more troublesome children as it acts as a deterrent for misbehaviour and they seek positive feedback from their parents. On the other hand, there is some evidence that, in some instances, high levels of controlling involvement may actually be less beneficial than lower levels of involvement (Weiss Grolnick, 1991). Thus well-meaning parents may become easily focused on exam results, pressurising their children and u ndermining the very characteristics they wish to inculcate (Deci Ryan, 2010). To conclude, introjected regulation motivation is implemented into school and P.E. in particular. There is regular contact between parents and teachers through phone calls, planners and reports. I would argue that this method of motivation works well for some students and less so for others. It is very much dependent on the individual as to whether this method is successful. Identified Regulation Identified regulation is where the student accepts the merits of a belief or behaviour because he or she sees its importance or personal utility (Deci Ryan, 2010). Identified regulation is the most self-determined of the extrinsic approaches and students use this method as they accept the merits of a belief. (Deci Ryan, 2010). This theory has been supported by Dweck Elliott (1983) as they state that children who hold learning goals are concerned with increasing their competence, so their goal is to acquire new skills or extend their mastery. I have observed teachers who use this method to promote reasoning behind certain tasks when students dont envisage it as valuable to their needs. Once the reasoning behind the work has been given the students accept that the work is of value to their learning. On the other hand, I dont believe this method can be used all the time, as some students do not see education as a valuable necessity within their life. There are some students who alrea dy have a job guaranteed for them before leaving school so an education is not of any value to them. In this instance, learning is not successful as the students are amotivated to participate in the lesson. This leads on to how teachers use these different methods to motivate students. Intrinsic Teacher Classroom practices that support students satisfaction of autonomy, competence and relatedness are associated with greater intrinsic motivation (Niemiec Ryan, 2009). This theory is embraced by other researchers who recognise that a teaching style which provides students with opportunities to makes choices appears to have a positive effect on their intrinsic motivation (Biddle et al, 1995). Williams and Deci (1997) concluded that autonomy supportive educators improve conceptual learning and psychological adjustment in medical students. It also links into the definition of successful learning which is being used for the context of this essay. This review, however, was only done on a small scale and, therefore, does not indicate whether this method of teaching is the most effective for a wide range of students. Furthermore, a lot of the research was conducted in a laboratory, which doesnt necessarily reflect real life experiences in education. On the other hand, it could be argued that in a more realistic environment there are too many other factors that need to be taken into consideration when researching the effect of motivation and learning. Ryan Neimiec (2009) summarise this point by clarifying that there is resistance from quantitive methods, reflecting the hegenomous forces entrenched in societies, or that the scientific method ultimately reduces humans to mere objects in casual chains. Therefore, how is it possible to measure the success of learning when it is impossible to isolate motivation as the only factor that influences a childs education? Extrinsic Teacher Studies have shown that if teachers feel responsible for student performance standards then they are more controlling towards students and less affective in their teaching (Flink, Boggiano Barrett, 1990). One reason why teachers use controlling, rather than autonomy-supportive strategies in the classroom is because external pressures are placed on them (Niemiec Ryan, 2009). With a lot of focus being placed on assessment and targets within school, I feel there has been as shift away from the quality of the teaching occurring. This is supported by Wild, Enzle and Hawkins (1992) who state that an externally constrained teacher imposes lessons on a dependent and constrained learner and, therefore, there are threats to the personal autonomy of both parties. I believe this minimises the enjoyment of the lessons from the students perspective and because they are not intrinsically motivated an alternate method must be used to increase learning success. Deci et al. (2001) explains that beca use many of the tasks educators want their students to perform are not inherently interesting or enjoyable, knowing how to promote more active forms of extrinsic motivation becomes an essential strategy for successful teaching. Intrinsic P.E Enhancing students motivation is an important objective in physical education for a teacher as it has been linked to exercise participation outside of school and future intentions to exercise (Standage, Duda Ntoumanis, 2003). Duda Nicholls (1992) supported this theory by stating that participation in many sports and physical activities can lead to feelings of autonomy and competence and may produce joy, excitement, thrills and other satisfying emotions. It is therefore easy to see why physical activities may be inherently intrinsically motivating. I would argue that the use of this statement is too broad; even though a vast majority of pupils do enjoy physical education, they do not enjoy all of the activities provided by the P.E. curriculum. In my personal experience, specifically from my diagnostic placement, I found that the vast majority of boys enjoyed participating in football. On the other hand, when activities such as rugby and dance are included on their timetable, they di d not demonstrate the same amount of motivation and enthusiasm. Consequently, Ferrer-Caja Weiss (2000) found it would be appropriate to examine the model of intrinsic motivation among students taking physical education as an elective class to gain insight into motivational attitudes and behaviours in physical education. Again, this would require isolating motivation as the only variable to effect the success of learning. Extrinsic P.E. Although most pupils are intrinsically motivated to participate in P.E. lessons, there are many children who are extrinsically motivated or lack motivation to participate (Ntoumanis, 2001). Extrinsic motivation can be used as an effective method of engaging students in a P.E. lesson if they do not feel intrinsically motivated to learn. It is important to take into consideration the activity that the students are participating in. A study by Fredrick Ryan (1993) determining motivation levels between fitness activity participants (high appearance motivation) and individual sport participants (low appearance motivation), showed that individual sports participants tended to have higher levels of self-determination towards the activity. Deci Ryan (2010) support this by stating that extrinsic motivation is expected to relate to lower levels of positive effect, less self-reported satisfaction and competence and lower reports of adherence activity. The issues that arise from the study of F redrick Ryan (1993) are that the sample group was quite narrow with 376 participants taking part. Also, the research used an adult cohort, rather than children, so the question has to be asked, would this theory of motivation still apply to an educational setting? From a personal experience as a student, I found that the use of extrinsic rewards only served to motivate me more in lessons. During my teaching practice, I used extrinsic rewards during invasion games lessons and there was a clear increase in the levels of motivation from students. However, I felt that this extra motivation took the focus away from the learning objectives and towards the extrinsic rewards, which had a direct effect on the success of learning in the lesson. Extracurricular clubs It is important to discuss the effect of extra-curricular clubs in school and particularly P.E. on the continued success of students. It can be argued that students do no need to attend these clubs, therefore, are they intrinsically motivated if they attend? Although these clubs are not considered compulsory, their importance in relation to the success of learning is vital. Extra-curricular clubs can contribute by consolidating learning of the traditional P.E. curriculum, as well as offering opportunities in untraditional activities. Students who attend these clubs are considered to be autonomous because they have a choice whether they want to be there or not. Deci Ryan (2010) recognise that autonomy supported students thrive and this can help to benefit students learning. Taking this into account, their research suggests that when students are given a chance to explore their own agenda it helps to increase engagement. I believe that when pupils are engaged in an activity and they f ind the task enjoyable then the success of their conceptual learning is greater. However, I feel that P.E. is the only extra-curricular club which is not associated with an end outcome such as grades. In general, children attend P.E. clubs because they enjoy the activity, whereas in English, for instance, they generally attend to complete work. Own Experience of P.E (Student) In my own experience, as a student in P.E, I found that I was most engaged in lessons and was learning optimally when the teacher adopted an autonomous approach to the lesson. This coincides with results from research by Niemiec Ryan (2009) which demonstrated that children assigned to autonomy-supportive teachers, relative to those assigned to controlling teachers, reported increased intrinsic motivation, perceived competence and self-esteem over time. I felt that certain teachers gave me a sense of responsibility for my learning and allowed me to make my own informed choices and decisions. This helped to build a relationship between myself and the teacher that enhanced my learning in lessons, as well as increasing my intrinsic motivation. When extrinsic motivation was used it only served to motivate me even more, but I didnt feel this approach was necessary because my autonomy was already present when participating in P.E. lessons. However, I do feel that extrinsic motivation can b e used as an effective method for students who are amotivated towards P.E. when it is used in the correct fashion. Own Experience of P.E (Teacher) From a teaching perspective, I found it difficult to increase motivation during my diagnostic teaching placement. A number of children perceived P.E to have little or no benefit to them in and out of school so they often chose not to bring their kit to lessons. I had particular trouble with a group of lower ability year 10 students, with up to ten students forgetting their kit each lesson. These students demonstrated a form of amotivation and they were neither intrinsically or extrinsically motivated. The generic reason the children gave for not participating was because there was no summative outcome (GCSE grade) at the end of their education. I think this highlights whether students are ever intrinsically motivated in school because the focus is always on results and targets. This reason directed me to try and alter the way I introduced the learning tasks to the students. Niemiec Ryan (2009) support this approach by suggesting the way in which a teacher introduces learning tasks i mpacts on students satisfaction of the basic psychological needs for autonomy and competence, thereby either allowing intrinsic motivation to flourish and deeper learning to occur or thwarting these processes. The method I used was to promote their autonomy by teaching to suit their desired learning style and allowing them to learn through games, as well as using external regulation by pressurising the students with threats of detentions. What do children want to achieve? Throughout this essay links have been made between different types of motivation and the effects they have on the success of learning. Although the success of learning has already been defined for the context of the essay, it is important to discuss what children want to achieve from their learning experience. Are they more concerned about the grade they achieve or about having understanding about key processes and concepts they are taught? Much of the research in the area of motivation recognises that children who demonstrate intrinsic motivation show better conceptual learning (Niemiec Ryan, 2009). Ryan Deci (2000) recognised that intrinsic motivation results in high quality learning and creativity, but it is especially important to detail the factors and forces that engender versus undermine it. Cognitive Evaluation Theory (CET), a sub-theory of SDT, states that events which decrease perceived self-determination (i.e., that lead to a more external perceived locus of causality) w ill undermine intrinsic motivation (Deci, Koestner Ryan, 2001). This theory is the underlying reason to discuss whether children are focused on grades or understanding. Assessment or understanding? At present there is a large focus on schools within the education system to achieve targets, grades and positioning within league tables, rather than focusing on teaching to develop knowledge of key processes and outcomes. With the increased pressure that is placed on teachers and students alike, I feel that this has caused a shift towards teaching to targets method. In turn, this has taken the freedom away from teachers to use their creativity to develop a curriculum to suit the needs of their learners. Ultimately, this has directed the government to develop an initiative for all students to gain 5 A*-C at GCSE including English and Maths. The overall emphasis of assessment has been integrated into the educational system by the use of summative assessment at the end of each term. Even further down the assessment continuum, it is important for students to know what level they are working at within lessons and what learning outcomes they should be achieving by the end of the lesson. I would argue that assessment is an important aspect of the education system, but is not ideal for illustrating the success of learners. I would also suggest that pupils who make more progress in lessons are more successful learners than those who achieve a higher level with minimal effort. Although intrinsic motivation is widely accepted as more beneficial for learning in comparison to extrinsic motivation (Ryan Deci, 2000) with the constraints and pressures that are placed on teachers and students, I feel it is impossible to promote this method, therefore affecting the success of learning. Assessment and P.E. One subject area that can be viewed differently, in terms of educational outcomes, is P.E. Summative assessment does not take place, unless this subject is chosen as a GCSE option, but otherwise there are not as many external factors that can undermine the feelings of intrinsic motivation. My teaching experiences so far have indicated that there is an emphasis on learning outcomes within lessons, but no external locus that can undermine intrinsic motivation. As discussed earlier, this is why I think it is important to promote intrinsic motivation within P.E. lessons as learners may not get the chance to engage this way in other lessons. I think this allows students to increase their conceptual learning and develop life skills, rather than be taught how to pass an exam. If the students have taken away knowledge and skills which they can use in life then I feel that they have been successful with their learning, in comparison to a student who has been taught to pass an exam. On the oth er hand, students who do not like participating in this area of the curriculum will find core P.E. surplus to their requirements as they do not have to pursue a grade. Therefore, there is no external locus to undermine any feelings of intrinsic motivation. However, it is important to motivate these students by other methods to facilitate successful learning. Conclusion In conclusion, this essay has critiqued the effect of different types of motivation, in line with the theory of SDT, on successful learning for children in an educational setting. Particular focus has been placed on the effects of motivation that students adopt, the approach to learning from the teachers and the subject being studied, including strong links to Physical Education. As all children learn in different ways, it is impossible to suggest that one isolated method of motivation helps to create more successful students. Furthermore, it can be argued that different types of motivation are required for the same learner, when they are being taught in different activity areas. This makes the teachers task extremely difficult as different types of motivation need to be utilised to help children reach their educational potential. From a personal perspective, it is important that I am able to utilise different methods of motivation to enhance the success of the students I am responsi ble for. Deci Ryan (2010) recognise that integrating students motivational resources into the school curriculum requires teachers to develop new skills and implement conceptual change. Educational environments contain many independent variables that can contribute to a childs learning and these variables need to be considered when researching the effect of motivation on the success of learning. I dont believe that the research about motivation in an educational setting can be fully endorsed, as it is impossible to isolate motivation as the only factor affecting the success of learning. Finally, I would question whether a child is ever intrinsically motivated in an educational setting due to legal requirements to attend and the focus on assessment within lessons. Are pupils ever intrinsically motivated? (Assessment)