Action research

Action research ACTION RESEARCH, ITS BENEFITS AND CHALLENGES IN ENGLISH LANGUAGE TEACHER EDUCATION Action research in English Language Teaching is relatively a recent development which has been predominant in the literature in late 1980s and early 1990s. This essay explores the definitions, literature, benefits and challenges of action research as a method of teacher research in teacher education and development. It concludes by a critical assessment of the application of this research methodology and its sustainability in ELT. 1. INTRODUCTION There is a plethora of definitions of action research just as there is myriad literature on the subject by many scholars in many fields of human endeavour. Burns (2005) in her seminal paper on action research has explored definitions of action research by extensively highlighting the views of educators such as Denzin Lincoln (1998), Rogers (1961), Grotjahn (1987), Freire (1970), Schutz (1967) among others. She sums up that action research is a part of a quiet methodological revolution towards qualitative research approaches which impacted on the social sciences and emerged in reaction to scientific, experimental and quantitative paradigms. It encourages participative, naturalistic enquiry with its exploratory-interpretive underpinnings (Burns, 2005:57). Action research, since 1940s, and its related branches such as action science, action learning, practitioner research, participatory research, and collaborative/cooperative enquiry have been part of the new revolution towards change in human social and economic situations. Burns further explains that action research is a general movement that attempts to create meaning and understanding in a problematic social situations and improving the quality of human interactions and practices within those situations. The relevance of action research to English Language Teaching and teacher education, as we can deduce from the foregoing, is that it cuts across many disciplinary fields which include the field of applied linguistics. It is seen as a flexible research methodology suitable for research that supports change. According to Hopkins (1985: 32) and Ebbut (1985:156) the combination of action and research presupposes action as a form of disciplined inquiry in which personal attempt is made to understand, improve and reform practice. Cohen Marion (1994:186) see action research as small-scale intervention in the functioning of real world thus a closer examination of the effects of change of such intervention integrates social research with exploratory action to promote development. Lisa (2008:4) states action research involves fluid and overlapping cycles of investigation, action planning, piloting of new practices and evaluation of outcomes incorporating at all stages the collection and analysis of data and generation of knowledge. She maintains that the outcomes of action research are both practical and theoretical. The knowledge it generates has a direct and ongoing impact on changing practice for participants and on a wider audience through its publications, and application. This essay, however, focuses on educational action research (teacher action; as in Borgs paper on Conditions for Teacher Research; Condition 9: Community) with inclination to English language teaching. Thus the essay explores educational action research, its processes, purposes and characteristics in line with the views expressed by Burns (2009). The essay draws its conclusion from the challenges, status and how action research can be encouraged, maintained and promoted in English language teaching. 2. THE ORIGIN OF ACTION RESEARCH The popular belief is that Kurt Lewin is the originator of action research in the 1940s. His work was intended to change the life chances of disadvantaged groups in terms of housing, employment, prejudice, socialization and training. The combination of action and research has contributed to the attraction of this method of research to researchers, teachers, academic and educational community. Kurt was a psychologist, influenced by the work of the social philosopher, J. L. Moreno, in group dynamics and social movements in early 20th century Germany. Kurt conceived of research as leading to social action, and saw action research as a spiral of steps each of which is composed of circle of planning, action and fact-finding about the result of the action (Lewin, 1948:206, cited in Burns, 2009:58). Zuber-Skerritt (1996a) suggests emancipatory action researchis collaborative, critical and self-critical inquiry by practitioners into a major problem or issue or concern in their own practice. They own the problem and feel responsible and accountable for solving it through teamwork and through following a cyclical process of: strategic planning; actions, i.e. implementing the plan; observation, evaluation and self-evaluation; critical and self-critical reflections on the results On the basis of points 1-3 decisions could be made for the next cycle of action research. Earlier, Zuber-Skerritt (1996a:3-5) argues action research is emancipatory when it aims not only at technical and practical improvement and the participants better understanding, along with transformation and change within the existing boundaries and conditions, but also at changing the system itself or those conditions which impede desired improvement in the system/organization There is no hierarchy, but open and symmetrical communication. The emancipatory interest is based on the notion of action researchers as participants in a community of equals and as improvement to professional practice at the local, perhaps classroom level, within the capacities of individuals and the situations in which they are working. Action research is part of a broader agenda of changing education, changing schooling and changing society. A review of action research frameworks reveals several common features. An action research project seeks to create knowledge, propose and implement change, and improve practice and performance (Stringer, 1996). Kemmis and McTaggart (1988) suggest that the fundamental components of action research include the following: (1) developing a plan for improvement, (2) implementing the plan, (3) observing and documenting the effects of the plan, and (4) reflecting on the effects of the plan for further planning and informed action. New knowledge gained results in changes in practice (see also, Fullan, 2000a). Action research is often conducted to discover a plan for innovation or intervention and is collaborative. Based on Kemmis and McTaggarts (1998) original formulation of action research and subsequent modifications, Mills (2003) developed the following framework for action research: Describe the problem and area of focus. Define the factors involved in your area of focus (e.g., the curriculum, school setting, student outcomes, and instructional strategies). Develop research questions. Describe the intervention or innovation to be implemented. Develop a timeline for implementation. Describe the membership of the action research group. Develop a list of resources to implement the plan. Describe the data to be collected. Develop a data collection and analysis plan. Select appropriate tools of inquiry. Carry out the plan (implementation, data collection, data analysis). Report the results. This deductive approach implements a planned intervention, monitors its implementation, and evaluates the results. A more inductive approach, formulated by Burns (1999), is to carry out action research to explore what changes need to be made or what actions need to be taken in a specific instructional setting. Burns suggests the following interrelated activities: Explore an issue in teaching or learning. Identify areas of concern. Observe how those areas play out in the setting of the study. Discuss how the issue might be addressed. Collect data to determine the action to be taken (e.g., student questionnaires, observation reports, journal entries). Plan strategic actions based on the data to address the issue. Kemmis and McTaggerts approach focuses on implementing an action plan, whereas Burns focuses on planning for action. Commonly used data collection tools in action research projects include existing archival sources in schools (e.g., attendance reports, standardized test scores, lesson plans, curriculum documents,), questionnaires, interviews, observation notes and protocols, videotapes, photographs, journals and diaries, and narratives (e.g., stories told by teachers, see Hartman, 1998). ACTION RESEARCH IN EDUCATION Burns (2009) points out that the modern seeds of AR in educational contexts can be found in the work of John Dewey (and can be traced to Aristotle). Dewey had argued against the separation of theory from practice, and this had profoundly influenced educational enquiry in the first part of the 20th century to the present time. This has been the basis for future research by educators, academics and social scientists into their various fields with the aims of improving the human conditions. Nevertheless, in recent years a great body of literature in language teacher education has focus on teacher beliefs and reflection. Movement such as the teacher as researcher and teacher as reflective practitioner have been trying to promote the benefits of empowering teachers to take control of their professional development and curriculum development through reflection on practice. The new trend encourages teachers to carry out systematic rigorous enquiry into problematic areas of teaching, learning and curriculum in their classrooms, devise plans of action, carry out these plans of action and collect data to evaluate the revised plan in a cyclic pattern(Denny,2005:59-60). It is however noteworthy to understand that the movements teacher as researcher and teacher as reflective practitioner developed in different forms by different proponents of AR in UK, the USA and Australia, though they have much in common and strongly influenced by teacher education(Zeichner,2001 in Denny, 2005) . After all the polemics, it is obvious and important that teachers need support in order to carry on AR, streamline the research process, understand and imbibe group research ethics, ability to learn fast and become familiar with the literature on the theme of the research. Teachers on training like us, and practicing ELT/ESL with less experience or even completely unfamiliar with AR should be enlightened, given guidance on background reading in research methodology before any assignment or to initiate AR project. Where resources are available, there would be the need to organise a workshop at the beginning for a group with a varied and differing experiences to teach the principle of action research, methods of finding a focus which is realistic, selecting and designing the data gathering tools and planning the research timeline(Denny,2005). Also in line with Dennys (2005) suggestion, I feel that teacher researchers involved in group project should be also be involved in organising initial workshops and dissemination of the results of the workshop through publication. The group should include a researcher experienced in AR and with experience in applying for grants, presenting and publishing research reports. 3. MERITS AND BENEFITS OF ACTION RESEARCH Action research has made some significant positive impacts in language teaching field, especially ELT/ESL and on teachers involved in it, individually and collectively, however, the precise nature of these impacts on language teaching and learning may be difficult to ascertain in tangible concrete terms. This may not be unconnected to the argument that AR is not a research method can be sustained and replicated, because of lack of formal unified theory and training its conduct. Nonetheless, scholars such as Kemmis and McTaggart (1982:2-5, in Burns, 2005:68) claim that AR has enable teachers to develop skills in:  ¨ thinking systematically about what happens in the classroom  ¨ implementing action where improvements are thought to be possible  ¨ monitoring and evaluating the effects of the with a view to continuing the improvement  ¨ monitoring complex situations critically and practically  ¨ implementing a flexible approach to school or classroom  ¨ making improvements through action and reflection  ¨ researching the real, complex and often confusing circumstances and constraints of the modern school  ¨ recognizing and translating evolving ideas into action. Many more claims concerning the benefits of AR are made, Burns (1999: 14 15) states that the Australian teachers collaborated with her had experienced:  ¨ deeper engagements with their own classroom practices  ¨ a better understanding of research and methods for carrying out research  ¨ less sense of isolation from other teachers  ¨ a personal challenge, satisfaction and professional growth  ¨ heightened awareness of external factors impinging on their classrooms. 4. ARGUMENTS AGAINST ACTION RESEARCH Action research as a form of research is not without problems; articulation, conception and application. It has attracted a lot of criticisms; one major criticism is that research is an activity best left to academic specialists who have the training and capacity. Thus AR has no academic prestige and finesse. Jarvis (1981) is one of the proponents of this line of thinking in the language teaching field and similar views were expressed in TESOL Newsletter (2001), (see Burns, 2009:66-67). However, scholars like Borg (2002) feel differently, and reject the traditional boundaries between teachers and researchers. In fact Borg is championing the cause for teacher-researcher, has written extensively on this topic; Borg (2006) Conditions for Teacher Researcher. There is therefore need to address views such as Jarvis, if AR is to be considered as a research methodology. Many more criticisms against AR that deserve our attention are that it:  ¨ has not developed sound research procedures, techniques and methodology  ¨ is small-scale and therefore not generalizable(has low external validity)  ¨ shows low control of the research environment and therefore cannot contribute to causal theories of teaching and learning  ¨ exhibits strong personal involvement on the part of the participant and therefore is overly subjective and anecdotal  ¨ is not reported in a form that conforms to a recognisable scientific genre (Burns,2009:67). In addition to above criticisms AR has been criticised as messy, informal, and structurally unformed involving imprecise cycles of research and action. 5. CURRENT TRENDS IN ACTION RESEARCH Despite the arguments and counter arguments for and against AR as a methodology in language teaching fields, its range of activities has impacted on the participating teachers who have been engaged in it. It is now being accepted as a movement in the language teaching field, though it is not internationally widespread. This is because some essential conditions that promote AR, such as motivation, support, research knowledge, skills, and the potential for dissemination of findings are not readily available. This is in contrast to where AR has taken room, teachers are well supported, teaching in instructional contexts, such as in Australia and North America (Borg, unpublished, cited in Burns, 2009). Most ELT/ESL professional are still uninvolved in AR and despite the enthusiasm in favour of AR interest and involvement in it is on the decline. Most ELT and especially ESL teachers are not exposed to AR, and may not even have an idea of how it works. Some extensive workshops and conferences where teachers are involved in practical demonstration of teaching planning and presentation may result into AR. A case in point is my personal experience in Alfaisal International Academy, Riyadh. The Academy in collaboration with British Council organised a Training Workshop on the Teaching of Composition between the months of September and October, 2007. All participating teachers were given papers with spaces, and were asked to freely express the problems they encounter in the teaching of composition. The teachers were asked to present their views in groups and discuss the problems which include the choice of topic, sentence and paragraph development, logical arrangement of ideas, styles and soon. At the end of the month-long training most of the participating teachers were able to improve upon their composition class. The composition training was highly contextualized and localized in its attempt to investigate a situation in a specific school. We were able to convert tacit knowledge of student progress in composition writing to explicit knowledge that could be communicated clearly to other constituents, such as board members and parents. The training confirmed our individual opinions, observations, and intuitions based on investigation of our inputs in the training. If our observations were taken into considerations, it would provide impetus for changes in practice and curriculum, based on information that was systematically collected and synthesized. This information would lead to the expansion of the language capacity of the Arab ESL students through a revised curriculum that involved storytelling, sentence-level production of the language, and the use of content-based discourse-level speaking tasks. The research was participatory and collaborative, involving all of the international community English as second language teachers in Alfaisal International Academy, Riyadh Saudi Arabia. The problem is that such workshops are once-in-a-blue-moon events, wide apart and hardly sustainable. Moreover, we did not call it AR. However, it has all the features of action research. 6. CHALLENCES FACING ACTION RESEARCH AS A PRACTICE One of the major challenges of action research is to create awareness about its nature, scope, benefits in language teaching fields. Besides its inclusion as a certificatory requirement course, it should be encouraged through conferences and worldwide professional body where contacts can be maintained. Dissemination of individual and cooperative research findings would ensure the growth expansion of AR. Despite AR impacts in the language teaching learning field, more interesting challenges and tensions are still prevalent. I share Burns (2009) concerns that there are differing understandings, of ARs purpose, scope, and practices in various contexts. We should really consider finding answers to questions concerning the future directions of AR in a number of broad areas, such as: How should we envisage the primary purposes and outcomes of AR? Is it mainly a vehicle for practitioners personal and professional development, or can it also have a role in the production of knowledge for the field? Is AR simply an accessible version of research for teachers, or does it also denote an emerging paradigm with its own epistemology, methodologies and investigative practices? If so, how should standards of quality be addressed? In what ways can AR open up opportunities for collective forms of knowledge about teaching and learning that are inclusive of academic and teaching communities? What kinds of relationships between teachers, teacher educators and researchers will need to emerge to facilitate collective knowledge production? (How) can AR activity in language teaching also address broader issues of curriculum development, social justice and educational political action, thus contributing to the greater sustainability of effective educational practices? 7. CONCLUSION This research methodology, despite many contentions, criticism, arguments and counter arguments on the nature, scope and processes, is used in many fields of human endeavour such as social and health services, community development and education, to address a long history of difficulties in successfully transferring research knowledge into changes in practice. It is a means of combining the generation of knowledge with professional development of practitioners through their participation as co-researchers. It also serves as a barrier breaker between policymakers and practitioners, giving them richer insights into practice and an active role in policy development as well as its implementation respectively. This is clear in a research where teachers are involved in the identification of problem, plan on how to solve the problem in a participatory, collaborative, cooperative way. The various inputs of individual teacher researcher and all participating teacher researchers are the data t hat would inform the policy of change. Thus when teachers are part of the planning of policy and designing curriculum, its implementation and improvement would better and easier. The essay has been able to critically explore action research, teacher research, meaning, arguments and processes as a research methodology. Some suggestions have been proffered to more rigorous method of research in teacher action research in language teaching field. Altrichter, H., Feldman, A., Posch, P., Somekh, B. (2008). Teachers investigate their work: An introduction to action research across the professions (2nd ed.). London: Routledge. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38(2), 57-74. Kemmis, S., McTaggart, R. (Eds.). (1988). The action research planner (Third ed.). Victoria, Australia: Deakin University Press. Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press. Burns, A. (2009). Action research in second language teacher education. In A. Burns J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 289-297). Cambridge: Cambridge University Press. Burns, A. (2010). Doing action research in English language teaching. A guide for practitioners. New York: Routledge. Elliott, J. (1991). Action research for educational change. Milton Keynes: Open University Press. McNiff, J., Whitehead, J. (2002). Action research: Principles and practice (2nd ed.). London: RoutledgeFalmer. Rainey, I. (2000). Action research and the English as a foreign language practitioner: Time to take stock. Educational Action Research, 8(1), 65-91. American Council on the Teaching of Foreign Languages. (1998). ACTFL performance guidelines for K-12 learners. Yonkers, NY: Author. Burns, A. (1999). Collaborative action research for English language teachers. New York: Cambridge University Press. Fullan, M. (2000a). Change forces. The sequel. Philadelphia: Falmer Press. Fullan, M. (2000b). Leadership for the twenty-first century: Breaking the bonds of dependency. In The Jossey-Bass reader on educational leadership (pp. 156-63). San Francisco: Jossey-Bass. Hartman, D. K. (1998). Stories teachers tell. Lincolnwood, IL: National Textbook. Kemmis, S., McTaggert, R. (1998). The action research planner. Geelong, Victoria, Australia: Deakin University Press. Mills, G. E. (2003). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill/Prentice Hall. Stringer, E. (1996). Action research: A handbook for practitioners. Thousand Oaks, CA: Sage. Wallace, M. J. (2000). Action research for language teachers. New York: Cambridge University Press.

Al Capone Essay -- Biography Biographies

Al Capone In 1920, the United States entered a new stage in its life, the Era of Prohibition. However, flaws in the planning, execution, and administration caused this noble idea to vacillate unquestionably. However, men who were willing to break the law were the ones that were able to build a lucrative life for themselves; one such man was Alphonse Capone. However, honest men such as Elliot Ness fought adamantly to defend their morals, beliefs, and the law of the land. Nevertheless, Capone was a man who took advantage of his time and lived the life of the American Dream: going from rags to riches. However, it was this very same opulence that caused his downfall and incarceration. The tireless efforts of Elliot Ness eventually paid off when On January 16, 1920, the Eighteenth Amendment to the Constitution of the United States was ratified. This legislation gave legal satisfaction to the temperance movement of the early twentieth century. It officially mandated that the transportation, manufact ure, sale, and consumption of any beverage with an alcohol content of more than .05% was illegal. However, although the U.S. government took the initiative to enact the law, the enforcement of it was severely lacking for several reasons. First, responsibility was given to the Department of the Treasury, not the Department of Justice. This resulted in agents with little to no training in the skills required to execute their duties. Second, these agents received scant salaries that eventually lead to widespread corruption and bribery. In fact, from 1920 to 1926, 148 enforcement employees were convicted of bribery or other alcohol-related offenses. Although the original intent of the Eighteenth Amendment was to lower crime and increase public morale, it mainly served as a catalyst for crime and violence. In 1926, a Senate investigation discovered that most of the illegal liquor being consumed was coming from smugglers, illegal usage of industrial or medicinal alcohol, and moonshine liquor. They concluded that increasing border security could control the smuggling dilemma. The other problems could only be solved by a more competent approach to enforcement, including the restructuring of administration as well as the officers and agents, changes in hiring practices and training, and increased salaries for all agents. However, the main reason for the failure of th... ... and Records Administration 2000). Despite the noble efforts of the U.S. Congress to end the consumption of alcohol, Prohibition was definitely a failure. Both faulty schematization and general sense of public disapproval contributed to the defectiveness of the Eighteenth Amendment. However, from this blunder rose venal men such as the infamous Alphonse Capone. These men gained both notoriety and fear through the practices of corruption and murder. Nevertheless, the tireless efforts of the U.S. government lead by the honest Elliot Ness and his men lead to the eventual downfall of this great pillar of crime. Despite the failure of the Prohibition Era, the United States learn a valuable lesson: the American mind is stubborn and it takes a little more than laws to change it. Bibliography: Bardsley, Marilyn. Al Capone - from the Crime Library. 15 May 2000. http://www.crimelibrary.com/capone/caponemain.htm Wright, Jacob C. The Enforcement Of Prohibition. 15 May 2000. http://mx3.xoom.com/jakewright/prohibition/index.html National Archives and Records Administration. Exhibit: Al Capone Verdict. (15 May 2000). http://www.nara.gov/exhall/originals/capone.html

Marking Time Essay

Marking Time is an Australian mini TV series written by John Doyle and was aired on ABC in 2003. It’s based on a small town called Brakley. The story is told through the eyes of an 18 year old named Hal. Hal falls in love with an Afghani girl, Randa, who recently fled her own country with her father to escape the Taliban. The two face racism and taunts by their community, whose views are influenced greatly by the media and politicians that are expressed during historical events taking place at the time. Soon after 9/11 occured, their home was set on fire by arsonists. Hal’s family let them stay in their home and Randa needed comforting, but Hal and Randa were found in bed together the next morning. Their refugee status got later denied and they were orderd to return to Afghanistan. Hal then went over seas to look for her. This mini-series reflects what’s happening in the world during the years 2000 and 2001 by representing the small town of Brakley as a microcosm. It shows the attitudes Australian’s have towards Asylum seekers. Hal is educated about what’s really going on by his father and his fathers girlfriend and therefore see’s Randa for the person she really is, rather than just a refugee or ‘boatie’ apparently causing trouble. Everyone else in Brackley don’t have the right education and are believing everything the media and politicians are saying about them. The aim of this series is to make us question the information we get fed us, and to hopefully change the assumptions we place on refugees. Marking Time covers the events surrounding the Afghanistan war and Australia’s involvement. This included historical and political events. These events include The 2000 Olympic games and the re-election of the Howard government, The Tampa Crisis, the 9/11 Terrror attack and the Children Overboard affair. These events also include the social aspects in Brakley which led the town to behave in such ways. Australia was the host of the 2000 Olympic games. During this period there was a lot of conflicting opinions regarding the refugee policy as more refugees headed our way. There was also a lot of argument regarding what Australia’s part in the war in Afghanistan was. These two tied together led to suspicion of other cultures, especially refugees. People had little knowledge with what was going on in the war in Afghanistan and about refugees and what they were going through. The social attitude towards what was happening was very mixed. People didn’t have the knowledge for a different view point and they found it hard to understand what was going on, and how they should be responding. Politicians have a large impact on how a society acts towards everything. It’s very easy to believe what they say about anything, especially if all the news were saying the same thing. The Prime Minister of the time, John Howard put the ideas that George W Bush was using in America on Australia. These ideas were that refugees coming to the country were terrorists.

National Dropout Rate Between Primary And Secondary Schools

Mexico is one of many Latin American countries lacking access to primary school education for all of its citizens. Due to lack of basic education and resources to continue school, Mexico experiences one of the lowest enrollment rates in higher education. According to the International Journal of Educational Development (2014), Mexico’s national dropout rate between primary and secondary schools is at 44% resulting in less students attending college (Gibbs B.G. Heaton T.B., 2014). Not only does this issue deteriorate the levels of education, it increases literacy and creates inequality. In order to solve this issue we can begin by creating a technology that reaches out to the entire population. Through the creation of a new technology such as a virtual learning device we will be able to conquer educational barriers and increase Mexico’s primary education levels. Significance Education plays a huge significance in development, both at the individual and national level. Establishing good foundations in a child’s early years through primary school will conclusively develop desires to attend college, establish a career and progress. Addressing these issues is key to breaking the never-ending cycle of poverty, which affects more than half of the population living in Mexico. Rural areas in Mexico need to improve the systems of primary education by providing no cost education to all of its citizens and by establishing easy access to facilities. Educating the population leads toShow MoreRelatedIndi The Country Of India1304 Words   |  6 Pagesthe people’s will to improve themselves through education. To provide further educational improvement, India should enact a free higher education policy once a student completes secondary schooling to ensure a better future for its people. 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Womens Independence, Transcendentalism, and Materialism

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The Effects Of E Commerce On Global Trade - 1524 Words

The effects of E-commerce in Global Trade Introduction E-commerce is a term describing a new and innovative more efficient way of doing business completely by use of the internet, to conduct trade dealings both on a national and global scale. E-commerce offers a different mode of performing trade throughout the world without the need for tangible contact between the buyer and seller. The new transaction mode of purchasing and supplying goods has become explosive in terms of efficiency, competitiveness, and productivity, therefore improving companies and homelands economic outlook and growth. So, many companies worldwide have joined the ranks of the digital marketing style, as a ways to a means of improving their globalized trade activities with other potential trade partners of the world. In fact, according to Terzi (2011) online internet usage is linked to trade. The expanding interest has grown and continues to grow very rapidly throughout the business and commercial dealings of the world. The evidence is observed in the number of tr ansactions in 2005, reaching almost four billion dollars to greater than 16 billion dollars by 2009 (Young, Jun-yang, Xue-pin, Jiao-jiao, 2011). In addition, the United States is one of the two countries using e-commerce the most (Terzi, 2000). The above numbers significantly indicate how innovative technology has engrossed the consumer market whether between businesses, consumers or consumer to corporates. Modernization of global tradeShow MoreRelatedImpact Of E Commerce On International Trade Essay1045 Words   |  5 PagesE-COMMERCE ON INTERNATIONAL TRADE MUKESHV.M , (MCom,MBA Finanace,MPhil) Assistant Professor In Commerce And Management Studies, Mar Osthastheos College (Affiliated To University Of Calicut) Perumpilavu,Kunnamkulam,Thrissur-680519Ph:04885 282000Mob:9895617021Email:Mukeshmurli640@Gmail.Com Abstract The purpose of the present study is to investigate the impact of E-Commerce on international trade . electronic commerce offers economy wide benefits to all countries. The gains are likely to be concentratedRead MoreE Commerce Vs. Electronic Commerce1527 Words   |  7 PagesThere are plenty of ways to define the definition of E-commerce. For example, according to the Oxford Dictionary, E-commerce or electronic commerce is the commercial transaction that conducted electronically on the Internet. 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An E Commerce Based Industry Essay1289 Words   |  6 Pages Political The company Amazon.Com Inc. an e-commerce based industry can be affected by the country’s political external factors for example: A) political stability of developed countries. It could creates an opportunity to expand . B)Government support for e-commerce. It is an a opportunity as a well a threat, an opportunity because it can continue to expand and diversify it business, a treat because competition will also increase. C) Increasing governmental efforts on cyber-securityRead MoreImpacts Of Technology E Commerce1471 Words   |  6 PagesBusiness – E-Commerce Since the introduction of the Internet in the 1950’s, development of technology began for use by the military until it was soon introduced to the public for commercial and private use. Throughout the decades ever since, technology was then on the road to sudden rapid expansion, with a big boom in new hardware, software and internet capabilities such as faster computer speeds, faster internet connections and efficient software. Convenient services appeared such as E-Commerce (or ElectronicRead MoreHow Ebay Is An American Multinational Corporation And E Commerce Company1508 Words   |  7 Pagescorporation and e-commerce company, that provides consumer-to-consumer sale-services through the Internet. eBay was initially founded as an auction web by a computer programmer called Pierre Omidyar, and during the dot-com bubble it manage to prevail and it ended up being a notable success story. In September 1997, the company officially changed its name to eBay and in 1998 it went public. Today it is a multibillion-dollar business with operations localized in over 30 countries (Global Trade, 1995-2016)

Music is Part of our life Essay Example For Students

Music is Part of our life Essay Music is part of our lives whether we realize it or not, whether we actively participate in it or not, whether we appreciate its power or not. This is, in fact, the real power of music ? That it can affect us whether we are aware of it or not. We need only think of the music heard on the soundtrack of most movies. We may be aware of the action and the dialogue, the scenery, costumes and special effects, yet music is supporting it all and guiding the emotional context. In the best films, music is an active team player, but in the worst of films, sometimes the music is the only thing holding the story together. So important is music to film that studio executives sometimes watch rough cuts with a temporary music track, even before the actual score is written, to get feel for how a particular scene will play over it. Film is Just one example. Television programs also have musical underscores. Many commercials use Jingles to help sell their products ? These are tunes we Just cant get out of our heads. Result: we remember the product! Radio provides music 24 hours a day, seven days week, in every style imaginable. We buy our favorite music in record stores. Finally, there is live music, be it school friends with a guitar during the inch break, a nightclub with Just a few tables, a religious service with a choir and instruments, or a large concert or giant arena where thousands are gathered to share in the experience of music making. In prehistoric times, before our ancestors became masters of our world, life was mostly random and patterns, except for the seasons. Even they couldnt be counted on to produce rain, snow or sun at regular intervals. As fire was harnessed, as social order and language developed, as tools improved, the rhythms of life assumed a greater organization. Emotions developed as well ? Room basic animal traits of pleasure and fear, contentment and anger ? Into a much more complex system. Once the basic need to survive had been adequately addressed, humankind was suddenly freed in small measure to become introspective, and to contemplate its own existence. Music was undoubtedly the accompaniment to all these discoveries. Imagine the first baby to hear its mother sing a lullaby. Imagine the first field workers to chant in rhythm as they planted or harvested. Imagine sitting around their campfires, celebrating the success of the days hunt or lamenting the lack of rain. Before drums r flutes, before cave paintings, before basket weaving and clay pot painting, there was the human voice, capable even in earliest times of a vast range of expression. Somewhere, deep in our souls or collective unconsciousness, there is the sound of our own identity, of our connection to the universal power, which music amplifies to our great satisfaction. Whether we are aware of it or not. So why should music play such an important and integral role in our lives? As it turns out, research over the last few decades has increasingly shown that music, and in Music is Part of our life By assassins ND extensively, especially in our early years. Music makes us brighter, more intelligent, more logical, more rational, and more capable. It improves study habits and test scores. It builds a better sense of self and community. It aids in our general sense of well-being and improves our quality of life. At times, it brings us closer to the divine in all of us. A recent study even suggests that the act of singing improves the immune system. To answer a question with a question: Why shouldnt music play an important role in our lives? Given what music can do for all of us, but especially for children, it is imperative that e work to offer opportunities for children to become exposed to music, and to begin to understand what makes it work and why. This is why Los Angels Chamber Singers is so committed to educational outreach and so appreciative of the Exhumes Arts Councils efforts to bring about Januarys What Makes a Chorus? Program. .uc3b38a29f05a23a72a7656ffade54d27 , .uc3b38a29f05a23a72a7656ffade54d27 .postImageUrl , .uc3b38a29f05a23a72a7656ffade54d27 .centered-text-area { min-height: 80px; position: relative; } .uc3b38a29f05a23a72a7656ffade54d27 , .uc3b38a29f05a23a72a7656ffade54d27:hover , .uc3b38a29f05a23a72a7656ffade54d27:visited , .uc3b38a29f05a23a72a7656ffade54d27:active { border:0!important; } .uc3b38a29f05a23a72a7656ffade54d27 .clearfix:after { content: ""; display: table; clear: both; } .uc3b38a29f05a23a72a7656ffade54d27 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc3b38a29f05a23a72a7656ffade54d27:active , .uc3b38a29f05a23a72a7656ffade54d27:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc3b38a29f05a23a72a7656ffade54d27 .centered-text-area { width: 100%; position: relative ; } .uc3b38a29f05a23a72a7656ffade54d27 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc3b38a29f05a23a72a7656ffade54d27 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc3b38a29f05a23a72a7656ffade54d27 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc3b38a29f05a23a72a7656ffade54d27:hover .ctaButton { background-color: #34495E!important; } .uc3b38a29f05a23a72a7656ffade54d27 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc3b38a29f05a23a72a7656ffade54d27 .uc3b38a29f05a23a72a7656ffade54d27-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc3b38a29f05a23a72a7656ffade54d27:after { content: ""; display: block; clear: both; } READ: Rock Music and Peer Mentor EssayOther research by the San Francisco School District tells us that Just one exposure to music, or to any of the other art forms, is all it takes to change a childs life and keep him or her involved with the arts in some way. The window is open from birth through the GE of 1 5, at its peak around eight, and the earlier the exposure the better. Additionally, early familiarity with many art forms increases tolerance for and pleasure in all art forms. Children and teens who only listen to rock music may grow dissatisfied with it when they reach their forties but will be too afraid or unfamiliar to try other genres. Those same children exposed to other forms in childhood may prefer rock during their twenties and thirties, but find the adjustment to classical or jazz easier and more familiar. Some people have wondered why we take the approach Vive come to call deconstruction. Its actually in direct response to something I learned in an education course in college. The key term is frame of reference, or as Aaron Copeland said, What to listen for. Nobody learns anything in this world without a frame of reference, that is, without some preparation for and understanding of the elements that comprise the topic of study. Take, for example, the sentence: The impending war with Iraq could either be the next Grenade or the next Viet Name. Most of us would recognize this to be a metaphoric reference to the length and verity of the conflict, with Grenade being a piece of cake and Viet Name being a protracted disaster. We have a frame of reference that allows us to comprehend the full intent of that sentence. Now, imagine that an immigrant child of 13 from a poor country had to stop his education in the third grade to help his parents farm, later moved to the United States, and finally returned to school. His English is poor and he has missed a large chunk of his education along the way. His social studies teacher asks him to read and explain that sentence to the rest of the class. He manages to say the words but cant egging to explain them. Yes, he hears Iraq mentioned everyday in the news but doesnt know where it is on a map or anything about the first Gulf War. Hes heard of Viet Name and knows there was a war there a long time ago, but has no body of facts question, the first student awakens to an understanding that moments ago he lacked and this is due to his newfound frame of reference. In music, each song or work exists in a context. Simple folk tunes are Just that: easily accessible to anyone upon first hearing. The elements of basic Rockville are a standard chord progression, a catchy melody and lyrics, with some decorative editions. The Blues follow a standard chord progression, while the first line of text is repeated three times before the punch line is given. In classical music, the context, or frame of reference can be much more complex. For this reason, its important to break it down into smaller, more intelligible pieces. For example, a beautiful 17th century motet for double choir may be quite sonorous and entertaining on its own. But once its explained that: the first chorus is comprised of higher voices who represent the angels in heaven; the second chorus of lower voices represent the people on earth; theyre having a conversation about a miracle; the miracle happens when both choruses sing together for the first time; and we can tell that because the rhythm changes from a quick chatter to very slow, long notes, while the harmony changes from simple chords with shared notes to complex harmonies with no shared notes. .u1d375a9cd1d4f9c2d7f870c62fd5833a , .u1d375a9cd1d4f9c2d7f870c62fd5833a .postImageUrl , .u1d375a9cd1d4f9c2d7f870c62fd5833a .centered-text-area { min-height: 80px; position: relative; } .u1d375a9cd1d4f9c2d7f870c62fd5833a , .u1d375a9cd1d4f9c2d7f870c62fd5833a:hover , .u1d375a9cd1d4f9c2d7f870c62fd5833a:visited , .u1d375a9cd1d4f9c2d7f870c62fd5833a:active { border:0!important; } .u1d375a9cd1d4f9c2d7f870c62fd5833a .clearfix:after { content: ""; display: table; clear: both; } .u1d375a9cd1d4f9c2d7f870c62fd5833a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1d375a9cd1d4f9c2d7f870c62fd5833a:active , .u1d375a9cd1d4f9c2d7f870c62fd5833a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1d375a9cd1d4f9c2d7f870c62fd5833a .centered-text-area { width: 100%; position: relative ; } .u1d375a9cd1d4f9c2d7f870c62fd5833a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1d375a9cd1d4f9c2d7f870c62fd5833a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1d375a9cd1d4f9c2d7f870c62fd5833a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1d375a9cd1d4f9c2d7f870c62fd5833a:hover .ctaButton { background-color: #34495E!important; } .u1d375a9cd1d4f9c2d7f870c62fd5833a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1d375a9cd1d4f9c2d7f870c62fd5833a .u1d375a9cd1d4f9c2d7f870c62fd5833a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1d375a9cd1d4f9c2d7f870c62fd5833a:after { content: ""; display: block; clear: both; } READ: Music and Movement Essay PaperWith this information, the listener can have a much deeper experience with the music while its being performed, and, equally importantly, remember something about it later ? All because of frame of reference. In Mozart time, the aristocracy was well-educated in all facets of music, especially he formal structure, and knew the capabilities of each of the instruments. They could appreciate when music was played well because, in all likelihood, they had learned to play an instrument or two and had built up quite a library of scores. Before electricity, there was only live music, so many people automatically learned to play or sing to keep themselves entertained. When they went to hear a new symphony, they knew in advance that it would have four movements, that the first would be an allegro (fast tempo) in sonata form (ABACA, where A and B are contrasting themes and C represents a lengthy thematic development of those homes); the second would be a slow and graceful movement; the third would be the minuet and trio (a shorter, dance-like movement with a contrasting middle section and a reprise of the minuet); and a finale which was also marked allegro, in one of several forms, such as a rondo. They also knew about key structure and relationships, so that if the first movement were in C, the second might be in F, the third in C for the minuet and G for the trio, and the finale again in C. With this grand set of expectations or frame of reference, they would be able to see the composers latest aeration in the context of all the other symphonies they had heard, and would recognize at every step what was usual, what was a departure, and how successful the composer had been at both. When you listen to music with this level of understanding, you cant help but be actively engaged in the process and its outcome. You cant help but marvel at the true genius of the master composers. And you cant help but grow as a human being. Of all its inherent benefits: that is to keep music a part of every school curriculum. Its the path to well-being, harmony, and peace. Its the path all of us need to continue to follow.