American Drug Laws- Do They He :: essays research papers fc

American Drug Laws Do They Help or Hurt? I believe the medicate laws are in beneficial need of reform. We tend to forget that alcohol is a drug and that at one time it was prohibited without success. Also, I believe that a civil remains of government rather than a criminal one should regulate drug use. It is a social line of work, not a criminal one. As a largely victimless crime they should not have their civil rights taken away just be acquire they like to take drugs which we have arbitrarily made illegal. Drugs are in truth overpriced because they are illegal. Their procurement and use fuel crime and violence, which could be largely eliminated if organized crime did not have a monopoly and the free enterprise scheme could control the market. Potency regulated by licensed drug companies would prevent unusually pure substances from causing accidental overdose. There is an epidemic of unnecessary deaths from this cause. This problem is exacerbated by the fear users and bystan ders have of seeking a highly effective antidote for drug poisoning that is universally available at hospitals. The U.S. drug laws shame our right to privacy, cost millions in tax revenue, overloads the criminal justice system, and are ineffective as a deterrent to drug use and trafficking. Laws that govern drug use are patently arbitrary and have their bases in racial prejudice and the comfort index of old male legislators. The first opium regulatory laws were enacted in San Francisco in response to Asian immigrants entertaining married white women in opium dens (Hamowy). The American and European tolerance for tobacco and alcohol use while fearing "counter-culture" marijuana, cocaine, and heroin is a strong prejudice based on ignorance of the comparative human misery caused by the inevitable misuse of mind-altering substances. Alcohol and tobacco cause more illness and death each year than all the illicit drugs combined. Legislative attempts to curb alcohol and tobacco u se by children makes some of these very vulnerable people desire their use, but the age-restrictive and the accompanying time-of-purchase limits on widely abused drugs are the best that society has devised. Our knowledge of education techniques to encourage frugality or moderate use of drugs is extremely inadequate. Laws for prevention of illegal drug use are wildly unsuccessful and have resulted in making drug-related criminals the volume of incarcerated offenders in U.S. prisons. The result of illegalizing use, and not necessarily abuse at all, is a 100% increase in drug criminals in the last ten old age (Hamowy) for use of substances which have no more, and probably less, intrinsic potential for abuse.

Black Holes: The Power Source for Future Space Travel? :: Space Exploration Essays

Everyone knows that the spaceships in Star Trek that travel faster than the speed of light are unmingled science fiction. According to Einsteins theory of relativity, if an object reached the speed of light, its mass would be immediately transformed into energy. Currently our spaceships can not even reach impair in less than five years. Now, with modern theories of dour good deals, trips to other solar systems may be possible at nearly the speed of light. Black holes were solely proven to exist within the last twenty-five years and were only really considered to exist for the last seventy-five years. Yet these recently discovered objects could be the energy revolution of the future, much like nuclear power was in the sixties. Black holes generate tremendous amounts of energy in several different ways, and so can be harnessed in several ways to generate usable power.In order to understand how energy can be created from cutting holes, one must first have an understanding of mena cing holes themselves. Black holes are formed by matter being crushed within a certain radius (call the Shwarzchild radius or event horizon). This radius can be calculated by the equation r = 2GM / c2, were G is Newtons gravitational constant, c is the speed of light, and M is the mass of the sorry hole. This shows that the density within the event horizon, which is equal to 3M / 4?r2 for a spherical object, will actually decrease as the mass increases. The gravitational field around a black hole will act same as an object of identical mass, so if the fair weather were to suddenly become a black hole would the earth go plummeting into it? No, it would continue on its orbit things just get interesting close to the black hole (Jebornak, 1998). There are three types of black holes that scientist currently believe are capable of becoming future power sources Schwarzschild black holes, Newmann black holes, and primordial black holes. Schwarzschild black holes are the simplest black holes because they do not rotate and have no charge. The Newmann black hole, on the other hand, rotates and has a charge, but like the Schwarzschild black hole can have varying masses from a couple times our suns mass to several billion times the mass of our sun. Primordial black holes were first theorized about In the year 1973 by Stephen W.

The Bayesian Theory of Confirmation, Idealizations and Approximations in Science :: Scientific Papers

The Bayesian Theory of Confirmation, Idealizations and Approximations in ScienceABSTRACT My focus in this paper is on how the prefatorial Bayesian model can be amended to reflect the role of idealizations and approximations in the confirmation or disconfirmation of any hypothesis. I suggest the following as a plausible way of incorporating idealizations and approximations into the Bayesian condition for incremental confirmation Theory T is confirmed by ceremonial P relative to scene knowledge where I is the conjunction of idealizations and approximations used in deriving the prediction PT from T, PD expresses the discrepancy between the prediction PT and the actual observation P, and stands for logical entailment. This formulation has the virtue of explicitly taking into account the essential use make of idealizations and approximations as well as the fact that theoretically establish predictions that utilize such assumptions will not, in general, exactly fit the data. A non-pro babilistic analogue of the confirmation condition above that I offer avoids the old evidence problem, which has been a headache for classical Bayesianism. Idealizations and approximations like point-masses, perfectly elastic springs, parallel conductors crossing at infinity, assumptions of linearity, of negligible masses, of perfectly spherical shapes, are commonplace in science. manipulation of such simplifying assumptions as catalysts in the process of deriving testable predictions from theories complicates our picture of confirmation and disconfirmation. Underlying the difficulties is the fact that idealizing and approximating assumptions are already known to be false statements, and to that extent they are often indispensable when testing theories for truth. This aspect of theory testing has been long neglected or misunderstood by philosophers. In standard hypothetico-deductive, bootstrapping and Bayesian accounts of confirmation, idealizations and approximations are simply ig nored. My focus in this paper is on how the basic Bayesian model can be amended to reflect the role of idealizations and approximations in the confirmation or disconfirmation of an hypothesis. I suggest the following as a plausible way of incorporating idealizations and approximations into the Bayesian condition for incremental confirmation Theory T is confirmed by observation P relative to background knowledge where I is the conjunction of idealizations and approximations used in deriving the prediction PT from T, PD expresses the discrepancy between the prediction PT and the actual observation P, and stands for logical entailment. This formulation has the virtue of explicitly taking into account the essential use made of idealizations and approximations as well as the fact that theoretically based predictions that utilize such assumptions will not, in general, exactly fit the data.

The Events Preceding the Movement of the Asiatic People into Europe :: Asian History Mongols Osmanli Turks Essays

The Events Preceding the Movement of the Asiatic People into EuropeIn order to talk over the movements of Asiatic peoples into Europe from the first inroad of the Huns to the conquests of the Osmanli Turks in the sixteenth degree Celsius, it will be necessary to review briefly the events in central and eastern Asia which preceded and precipitated these incursions. From the fourth dimension that the Irano-Aryan ancestors had arrived in Russian Turkestan in anticipation of their descent into the hills of northwestern India, much of this grassy plain had been the home of those Iranians who remained behind while their kinsmen climbed the mountains which would take them into India and the Irano-Afghan plateau. These Iranians apparently developed, or borrowed, a high degree of adaptation to their steppe environment, and especially through the perfection of pastoral nomadism with the horse as chief instrument of mobility. They expanded through the passes to the eastward, which took them t o Kashgaria, and in that location came in contact with the Chinese Empire. On the other side, they expanded westward into Europe, where we have already studied them in the form of Scythians and Sarmatians. To the northwest of the vast Iranian domain, in Mongolia, a number of semi-agricultural, semi-pastoral tribes, possessing the sheep, probably also cattle, and perhaps wagons, but apparently not the horse, came in early times to the attention of the Chinese historians. By 800 B.C. we hear of a people called the Hiung-Nu, who gradually grew in importance until they came to dominate all of Mongolia.8 At a fairly late date, set by McGovern between 541 and 300 B.C., the Hiung-Nu presumably obtained horses, and learned to ride them. They seem to have acquired these animals from the Iranians or from Turkish-speaking peoples, along with the whole complex of horse nomadism. Chinese accounts of the Hiung-Nu later than the third century B.C. refer to them as typical plainsmen, strikingly si milar in many cultural respects to the Scythians. The six centuries, more or less, from 400 B.C. to 200 A.D., make the period of greatness of the Hiung-Nu in Mongolia, during which they constantly harried China, and took possession of Chinese Turkestan. Despite their conquest, however, Iranian languages, and the mysterious Tokharian B, persisted in the towns until 800 A.D. or later. At length the Chinese took measures to rid themselves of this nuisance, and succeeded in defeating the Hiung-Nu so completely that they abandoned their territory and disappeared to the westward.

Odysseus in The Hero and the Goddess and Calypso and Circe :: Goddess Calypso

Odysseus in The Hero and the Goddess and fairy-slipper and Circe Reflections on the experience of Odysseus as related to Jean Houstons The Hero and the Goddess The Odyssey as Mystery and Initiation and Alicia LeVans Calypso and Circe On the lush, luxuriant island of Ogygia, Odysseus spends seven years of his ten year journey home with the beautiful seductive nymph Calypso, who virtually possesses him and compels him to live a coarse but vegetative existence. For ten years, surrounded by men, he lived out the male heroic ideal of warrior, then spent several years and testing himself against otherworldly obstacles. In the process, he lost all of his companions, and has nothing left but the little that remains of himself. Here on Calypsos isle, he lives in paradise Thick, luxuriant woods grew round the cave, alders, and black poplars, pungent cypress too, and there, birds roosted, folding their long wings, owls and hawks and the spread beaked ravens of the sea, black skimmer s who make their living take away the waves. And round the mouth of the cavern trailed a vine laden with clusters, bursting with ripe grapes. Four springs in a row, bubling clear and cold, running side-by-side, took channels left and right. Soft meadows public exposure round were starred with violets, lush with beds of parsley. Why, even a deathless god who came upon that place would gaze in wonder, heart entranced with pleasure. Homer, The Odyssey, V71-82, Fagles translation Odysseus is immediately embraced by Mother Earth, in all her verdant fertility, and also living deep within caverns that are only reminiscent of the womb. For seven years, Calypso protects him from Poseidons wrath. As the devoted and devouring mother, AND the seductive and engulfing mistress/lover, she is both what men most desire, and most fear. Alicia LeVan wrote Perhaps the necessity he has for unity with the distaff, coupled with his yearning for home, (an embodiment of the feminine pri nciple representing relationship, community, cooperation, and non-aggression) represents a need for integration of the feminine principle within his psyche after years of functioning in war, with the constant testosterone of destroying, killing, raping and surviving in the most inhumane, strife torn, blood drenched, barren plains of Troy. After ten years of functioning as a killer and destroyer,he must heal his numbness and desensitivity by connecting with his feelings.

Ernie Pyle Essay example -- essays research papers fc

Ernie PyleWhen a machine-gun bullet ended the life of Ernie Pyle inthe final days of World War II, Americans spoke of him in thesame breath as they had Franklin Roosevelt. To millions, theloss of him was as great as the loss of the wartime president. Since WWII correspondent Ernie Pyle was so famous, his death onthe battlefront came as a shock to people around the world.Ernest Taylor Pyle was born rarefied 3, 1900 to Will andMarie Pyle. He was born an only child on the Same Elder farm exactly southwest of Dana, Indiana. His father, Will Pyle, was atenant farmer because he couldnt make a steady living frombeing a carpenter, which is what he rightfully liked to do. Pyledescribed his father, He never give tongue to a great deal to me all hislife, and yet I feel we have been very intelligent friends, he nevergave me much advice or told me to do this or that, or not to. Marie Pyle filled the role of family leader. She enjoyed tasksat hand raising chickens and produce, caring for her familyand component the neighbors. Pyle describes her, She thrived onaction, she would kind of milk than sew rather plow than bake(Tobin 6).Through schooltime Pyle loved to write. During high school hewas reporter, and so editor, then editor in chief for his highschool newspaper. When he graduated high school, he too wascaught up in the patriotic fever of the estate upon Americasentry into WWI (Whitman 2). He enlisted in the Naval Reservebut before he could finish his training an armistice wasdeclared in Europe. After that he attended the University ofIndiana to submit journalism, but left before he graduated.Ernie Pyle persued his love for writing, and became a cubreporter for LaPorte Herald. For months later he was offereda $2.50-per-week raise to work for the Washington day-after-day News. He wrote the countries first daily aviation column for fouryears before becoming the papers managing editor. Pyle was areporter, copy editor, and aviation editor until 1932, when heacce pted a job for the Scripps-Howard newspaper chain. Pyleloved to travel and persuaded Scripps-Howard executives toallow him to be a rove reporter. Ernie Pyle was very excitedto be a ramble reporterIts better than a million dollars. Its a new ... ...ncarta Encyclopedia 2000. CD-ROM. 2000 ed.2.Ernie Pyle read Historic Site. Indiana State Museumand Historic Sites. 2 March 2000 3. Tobin, James. Ernie Pyles War Americas Eyewitness ToWorld War II. New York The save Press, 1997.4. Whitman, Mark. Ernie Pyle. Access Indiana Teaching andLearning Center. 1997. 5 March 2000 5Wilson, Ellen. Ernie Pyle Boy From Back Home. Indianapolis Ernie Pyle Essay example -- essays research papers fcErnie PyleWhen a machine-gun bullet ended the life of Ernie Pyle inthe final days of World War II, Americans spoke of him in thesame breath as they had Franklin Roosevelt. To millions, theloss of him was as great as the loss of the wartime president. Since WWII correspondent Ernie Pyle was so famous, his death onthe battlefront came as a shock to people around the world.Ernest Taylor Pyle was born August 3, 1900 to Will andMarie Pyle. He was born an only child on the Same Elder farmjust southwest of Dana, Indiana. His father, Will Pyle, was atenant farmer because he couldnt make a steady living frombeing a carpenter, which is what he really liked to do. Pyledescribed his father, He never said a great deal to me all hislife, and yet I feel we have been very good friends, he nevergave me much advice or told me to do this or that, or not to. Marie Pyle filled the role of family leader. She enjoyed tasksat hand raising chickens and produce, caring for her familyand serving the neighbors. Pyle describes her, She thrived onaction, she would rather milk than sew rather plow than bake(Tobin 6).Through school Pyle loved to write. During high school hewas reporter, then editor, then editor in chief for his highschool newspaper. When he graduated high school, he too wascaught up in the patriotic fever of the nation upon Americasentry into WWI (Whitman 2). He enlisted in the Naval Reservebut before he could finish his training an armistice wasdeclared in Europe. After that he attended the University ofIndiana to study journalism, but left before he graduated.Ernie Pyle persued his love for writing, and became a cubreporter for LaPorte Herald. For months later he was offereda $2.50-per-week raise to work for the Washington Daily News. He wrote the countries first daily aviation column for fouryears before becoming the papers managing editor. Pyle was areporter, copy editor, and aviation editor until 1932, when heaccepted a job for the Scripps-Howard newspaper chain. Pyleloved to travel and persuaded Scripps-Howard executives toallow him to be a roving reporter. Ernie Pyle was very excitedto be a roving reporterIts better than a million dollars. Its a new ... ...ncarta Encyclopedia 2000. CD-ROM. 2000 ed.2.Ernie Pyle State Historic Site. Indiana State Museumand Historic Sites. 2 March 2000 3. Tobin, James. Ernie Pyles War Americas Eyewitness ToWorld War II. New York The Free Press, 1997.4. Whitman, Mark. Ernie Pyle. Access Indiana Teaching andLearning Center. 1997. 5 March 2000 5Wilson, Ellen. Ernie Pyle Boy From Back Home. Indianapolis

Pricing and the Psychology of Consumption

Businesss try to maximize consumption is a variety of different ways. Price roll up can damage the loyalty that a node has with a special(a) business. Maintaining customer loyalty through consumption is directly correlated to the success of the business. If a business cannot establish a relationship with the customer and create a demand for the customer, the likelihood of that customer returning is very slim. The example that the article employ was related to seaworthiness memberships.If the fitness center charges an annual fee at the initial registration, it is likely that the customer will use the membership less(prenominal) frequently throughout the year. The downfall to this approach is that the customer will likely not renew its membership in the following year. Another option a fitness club may offer would be to have the customer sign a year contract and bill the customer monthly instead of peerless lump some annually. This method is more effective because the customer is aware on a monthly basis of what he or she paying.This creates loyalty amidst the customer and the fitness center and studies suggest that the customer is more than likely to renew there contract the following year. The fitness center that I watch has you sign a contract at the time you register and charges you on a monthly basis. After looking at the contract I sight that, although they bill me monthly throughout a cal quitar year, I would have to pay cancellation penalty if I decided end the contract before the end of a specific calendar year.For example, if I cancelled my contract in May, I would have to pay a lump sum for the remainder of the months in that specific calendar year. Pricing and payment terms can help a businesss hide the actual cost of a particular product and or service. Cash, credit cards and charge accounts are the three main methods of purchasing among most consumers. The fact of the matter is that a customer is less likely to be price sensitive if they ei ther purchases with a credit card or use there charge account. Customers that purchase with cash opine the immediate impact financially speaking.The challenge most marketing managers face is developing a marketing action plan to capitalize on growing consumption while maintaining customer loyalty. This may sound easier said than done especially after considering that most often decisions are dependent on price. wiz of my companys main goals is to open customer charge accounts. Research has shown that a customer is fives times more likely to spend more funds if they have a charge account rather than if the where going to purchase with cash or a credit card.This relates to the example in the article subvert now, pay later. The pros and cons of consumption on the basis of pricing vary from industry to industry. For instance, the marketing team for a semi-pro baseball team decides to pre-sale all there tickets at the beginning of the year. They chose to mirror a professional baseba ll team because of there success in pre-selling tickets. The pros they had was that they secured the money upfront for the entire placate. This was an increase in tickets sales than they had from the following year, so in the first quarter of the season they thought they had made the correct decision.The cons came as the season went on. They noticed the ticket holders attendance was decreasing. This may not seem to be a problem at first because the organization already collected the money. What they came to realize was that they where losing money on all the other amenities that the stadium sold food, apparel, beer. It is important for marketing managers to understand there customers needs. Increased customer consumption can be rewarding in some businesses and detrimental to the success of others.

Obstacles Teachers May Face Essay

In any education setting, t all(prenominal)ers testament come crosswise a wide variety of obstacles throughout their c beer. These obstacles will differ in each and every classroom, depending on savants social, cultural and ethnic background. It is vitally important as a teacher to overcome these obstacles to ensure that the students within your class are able to gain the highest possible outcomes, a quality education and enjoyment from their schoolhouseing. roughly of the umteen obstacles that a teacher may face in a classroom setting include development abilities both academically and socially, behaviour problems and unintended students.Students can differ from one another in several aspects, including age, mental ability, personal achievement, ethnic background, psychosocial development and cognitive development. These differences can affect how classroom larn happens (Snowman & Biheler, 2003). Children develop at different rates this is usually a pass of different measure s of intelligence, social interaction with peers and personal development. Whether it is physical, mental or emotional each student will differ, and this will also depend on their up bringing, prior knowledge, family circumstances and innate knowledge.Social and emotional development problems will result in the student finding it hard to create relationships and develop removeing skills with his or her peers and educators. Intellectual development, communication and speech difficulties will affect students concentration, memory, communication and understandings of certain tasks (BTEC First Childrens care, n. d). As a result of barbarianren developing differentl, it is vitally important for educators to track and maintain an understanding of how each student is progressing through out the year, this will result in not only being of benefit for the student but also the teacher.According to Vygotsky, for the curriculum to be developmentally appropriate, the teacher must plan activit ies that encompass not only what children are capable of doing on their own but what they can learn with the servicing of others in group settings (Eggen & Kauchak, 2010). Therefore, by creating learning activities that are in learners zones of proximal development, and providing instructional scaffolding to support learning and development will accommodate the children by dish outing them gain a better understanding of the task at hand (Eggen & Kauchak, 2010). In saying this, this will ensure that the ducator is working to their full latent and ensuring that the students are getting the highest quality education.Positive reinforcement is the process of increasing the frequency or duration of a behaviour as the result of presenting a reinforcer. Therefore, offering positive reinforcement will gain and maintain the probability that a contingent behaviour will be repeated. There are more different types of reinforcers that can be used to increase behaviours, but it is significan t to note that the type of reinforcer used depends on the individual and the situation.While gilt stars and tokens might be very effective reinforcement for a second-grader, they are not going to have the same effect with a high school or college student (Cherry, n. d). Also, if your students finish their work on time and have been successfully completing their work you may let them an early mark for tiffin play, the students will eventually come to understand that finishing their work on time results in a rewards, therefore they will continue this behaviour.We all establish reinforcers everyday, most of the time without even realising we are doing it. You may tell your child good job after he or she cleans their room all of these things increase the probability that the same response will be repeated. Students may find tasks hard to complete at school and want to give up, by good-looking them positive reinforcement twill encourage them to want to keep going. Students are more likely to be motivated to learn if they are positively strengthened for completing a project or task (Snowman & Biehler, 2003).Having a positive attitude as an educator and constant positive feedback also encourages students to feel in effect(p) in their learning environment. It can also be used to adjust behavioural issues, whilst punishment and negative reinforcement decreases unacceptable behaviour, it doesnt teach coveted ones, in saying this it means that positive reinforcement is more effective. However punishment is manytimes required in some circumstances, as when all forms of punishment is removed it can cause the class to become more separateive.Research has found that some types of punishers are more affective these include desists, timeout or hold (Eggen & Kauchak, 2010). Skinner believed that peoples innate needs, wants and desires can be avoided, as they alter their current behaviour according to what has happened to them due to the previous consequences of their past behaviour. He called this approach operative conditioning he identified three types of responses or operant that can follow behaviours, these include Neutral operants, reinforcers and punishers (Eggen & Kauchak, 2010).Not sure of the reference? Having unmotivated students in the classroom can make it difficult due to the fact that other students may get distracted and lose focus. Unmotivated students have the ability to disrupt other students that can have a detrimental affect on the entire classroom and overpower teachers capabilities. There are many factors relating to the cause of unmotivated students in the classroom. These include behavioural issues and cognitive development.Students with learning difficulties may feel lost and confused by what is being taught and therefore give up on listening and trying. It is important to identify these students and put in place the appropriate means necessary to ensure that these students are understanding and motivated. demand is o ften classed in two different categories extrinsic motivation and intrinsic motivation the difference being extrinsic motivation is to engage in an exertion as a means to and end. And intrinsic motivation is to be involved in an activity for its own sake. Eggen & Kauchak, 2010) Motivation is working towards maintaining and sustaining our efforts to reach a particular goal (Snowman & Biehler, 2003). In some classroom settings children display inappropriate or problem behaviours which can make it difficult for themselves and the students around them to learn, and also isolate the child from his or her peers (Child Study Centre, 2002). Therefore it is crucial as an educator to establish and maintain a classroom environment that will motivate students to learn.Having motivation to learn is essential for students to become successful in their learning. It is vital that students set both academic and social goals to work towards to ensure that both the student and the teachers are thrust towards the same goal. According to Eggen and Kauchak (2010) motivated students have positive attitudes towards school, they describe school as satisfying, persist on difficult tasks and cause fewer behaviour management problems, process information in depth and excel in classroom learning experiences (Eggen & Kauchak, 2010).By creating a positive learning environment within the classroom, students will be encouraged to achieve and set learning goals to attain higher results. In a positive learning environment students feel secure and as a result are more willing to take risks with their learning. A classroom motion goal structure is characterised by the teacher emphasising student performance relative to normative standards rather than relative to the students prior performance.Features of this structure are the teachers provision of more public versus nonpublic performance feedback, and the valuation of correct answers over effort and learning (Hughes. , Wu & West, 2011). Thro ugh incorporating students interest into the lesson, relating lessons to real life and matching students abilities will help to motivate the students to strive for better results and develop a love of learning. Motivation within the classroom and a childs need to succeed in their academic life is based on Maslows hierarchy of human needs based on two groupings deficiency needs and growth needs. at bottom the deficiency needs, each lower need must be met before moving to the next higher level. Once each of these needs has been satisfied, if at some future time a deficiency is detected, the individual will act to remove the deficiency (Huitt, 2007). In conclusion, obstacles that teachers will face throughout their career are respective to each individual child and their differences when it comes to developmental ability, motivation and behavioural issues.Ongoing professional development is a necessary component in ensuring that an educator is properly trained in all areas. This will e nsure that educators feel confident when an obstacle arises and the skills to be able to deal and suffice to any given situation.. Therefore, incorporating a safe and happy classroom environment, ongoing professional development, understanding each individual childs needs and backgrounds and motive students will help overcome some obstacles that a teacher may face.

Easyinternetcafe Cafe Essay

This case report addresses the challenges to implement a crude logistic system that if well implemented it mickle improve operations and can convert easyinternetcafe into a profitable company. EasyInternetCafe (eIC)is a chain of Internet cafes with stores in the UK, the USA, Holland, Belgium, France, Germany, Spain and Italy. eIC is part of the Easy Group, headed by the Greek enterpriser Stelios Haji-Ioannou. The original dividing line model is to build and operate on the principle of economics of scale or Yield Management most stores would be clean-cut 24 mos a day, 7 days a week, and each has an average of 350 PCs. In 2003, with losses continuing to mount, eIc wariness has decided to radically renew their operations. In order to eliminate the need for future investments in new stores, the strategy was changed.It has been decided to appoint franchisees for the new stores and also, if possible, for the existing legacy stores. According to the new strategy, the franchisee woul d be required to bear the costs of the property and the hardware. It was also decided to move from large stores to smaller stores with 20 to 30 PCs. The current logistic slip represents a bottleneck and it is one of the major causes for the ongoing losses at easyinternetcafe. After reviewing different logistics scenarios and providers, I strongly recommend taking a close together(predicate) look to support the logistic alternative that Ingram Micro is proposing. If we do that, we could benefit in the warehousing, accounting and transportation areas, through all this areas, it exit help us reduce the logistics costs and labour per new store, from almost to 2,000.00 to 1,357.00, this and the benefits mentioned before, will help us to achieve our overall objective of being a profitable company. This will be the strategic perspective that will be demonstrated throughout the report.Issue(s) Identification1. Yield Management does not educate for every company. eICs start store opened in June 1999 opposite in London. Soon afterwards, it was quickly recognized that eICs yield management had certain characteristics that later affected the telephone line model elC was offering a highly perishable product 1 hour of Internet access sentence, cannot be put in inventory, once that hour is gone, there is no way of reselling that hour of internet access time. Although stores are large, capacity is limited Internet access demand varies, not only by time of day, day of week, but also across other time and seasonal horizons. Incremental costs are next to nothing it doesnt field whether there is one person or 500 in a store, the bandwidth is already there. By the time the second and third stores were opened, eIC had built yield management into its store management system.2. Current Logistics SystemLogistics is not a core competency at elC, but it has become one of the integral activities. Logistics for elc means to depict the new stores with their initial assests, includ ing all of the furniture and PCs. This system is a drag on scalability, efficiency and a bottleneck for growth and the main reason for turbinate high cost and ongoing losses.Environmental and Root Cause AnalysisAggressive use of yield management is a recognized and admired business model of Stelios. EasyJet was a profitable company after just a few years of operation. However, with EasyInternetCafe profits seem a long way off, the guess that offering very low prices would increase the demand significantly lead to losses of 80m-100m from 199 to 2002. Below are some root causes of the symptoms above * The stores are also large economies of scale dont materialize if occupancy is half empty. * Fixed costs were too high due to the quantity of Pcs per store. * Staff overheads were excessive.Assumptions* atomic number 18 there sufficient customers who want to use an internet cafe? To-day, most of the homes have internet access, and many others have (free) access at their place of work or at colleges or university. * Are the stores located in the right place to attract customers throughout the day and the whole week? Downtown cafes expertness attract business people needing to keep in touch, but many city centres are quiet in the evenings and at weekends. By mid-2001, with cash test out a drastic action was necessary a franchising plan is being developed. It is important that every cafe looked the same, with common signage, furnishings and PCs.The time to sign a contract with a franchise is one week. If the franchisee did not already have space for the caf, eIc would assist in recommendations with locations within 28 days. The broadband internet continuative had to be installed by the local telecoms supplier within 28 days. Also they need to Desk installed within seven days. Server delivered and installed 2 days and PCs delivered and installed 2 days. CVM delivered and installed 1 day Signage delivered and installed 1 day. Chairs delivered and installed 1 day. Testing complete system 2 days and also Open for business within one day. So, how much time should it take to open the cafe once the contract is signed? From the predecessors plan we see that average duration of time for all activity. Under bellow we dissertate about time of the contract are signed.

An Introduction to Native American Literature Essay

autochthonic American literatures embrace the memories of creation stories, the tragic wisdom of native ceremonies, trickster narratives, and the come outcome of chance and other occurrences in the nigh diverse socialisations in the world. These searchingive literatures, eminent in both oral performances and in the imagination of written narratives, can non be discovered in reductive brotherly science translations or altogether understood in the historical constructions of culture in one common name.(Vizenor 1) Since the end of the 15th century, the migration of Europeans to America, and their importation of Africans as slaves, has direct to centuries of conflict and adjustment between Old and New World societies. Europeans created most of the early written historical record about inherent Americans after the colonists immigration to the Americas. 3 Many Native cultures were matrilineal the people occupied lands for use of the entire community, for hunting or agriculture.Eur opeans at that time had patriarchal cultures and had developed concepts of individualistic property rights with respect to land that were extremely different. The differences in cultures between the established Native Americans and immigrant Europeans, as well as shifting alliances among different nations of each culture through the centuries, caused extensive political tension, ethnic violence and social disruption. The Native Americans suffered high fatalities from the contact with infectious Eurasian diseases, to which they had no acquired immunity.See more how to jump an essayEpidemics after European contact caused the greatest loss of life for indigenous populations. In 1830, the U. S. Congress passed the Indian Removal Act, authorizing the government to relocate Native Americans from their homelands within established states to lands west of the Mississippi River, accommodating European-American expansion. Perhaps the most important moment of governmental detribalization cam e with the passing of the Dawes Act in 1887 which pot aside 160 acres for each Indian on the reservation, and opened the leftovers up for settlement.According to the U. S. Bureau of the Census (1894), the Indian wars under the government of the unify States have been more than 40 in number. They have cost the lives of about 19,000 white men, women and children, including those killed in individual combats, and the lives of about 30,000 Indians. Native Americans were thus pushed out from their feature lands and were forced to live in small reservations assigned by the federal government who claimed that setting the Indians on the course to civilisation best ensured their survival.Tribal usage were then forcibly altered and nomadic tribes became sedentary. All Native Americans felt the impact of the new reservation policies, which sought to isolate and contain Indians to make direction for an expanding American nation. At the same time that Native Americans were being excluded fr om the nation, white Americans began to look to them as the source of a unique national identity and literature, distinct from European traditions.Literature from the period depicting Indian characters was incredibly popular, and many works are still celebrated as classics, including James Fenimore Coopers The Last of the Mohicans (1826), Catharine Maria Sedgwicks Hope Leslie (1827), and Henry Wadsworth Longfellows Song of Hiawatha (1855), to name only a few. These texts employ the trope of the disappearing Indian, which represents the deaths of Indians as natural, akin to the changing of the seasons or the setting of the sun, rather than the result of political exclusion or social discrimination.Thus the disappearance of Indians from the American social landscape was not only depicted within this body of writing but also implicitly ap proved of. At the same time the government sponsored authors and art programs the low-class themes of discovery, regionalism, and tourism were new forms of dominance over Native Americans. Therefore, early Native American authors wrote within a hostile political climate and in retort to a dominant literary tradition that sentimentalized and condoned the death of Indians.But they found the means to engage with their detractors by authoring their own accounts of Indians that challenged stereotypical beliefs, demanded equal political rights, and proved that Indians were neither disappearing nor silent. Native American authors have faithfully presented some of these issues of inherent native rights, the duplicities of federal policies, and the burdens of racial identities in their short stories and wises. Wynema by Sophia Alice Callahan produce in 1891, was the first novel attributed to a Native American author.Callahan, who was a mixedblood Creek, was aware of tribal issues at the time and therefore devoted most of her novel to native issues. Since then many novels by distinguished Native American authors have been published. One of the most important writers among Native Americans in the 1930s was DArcy McNickle, a member of the Flathead tribe of Montana. His first novel The Surrounded was published in 1936, two years after the Indian Reorganization Act was passed adjacent the end of the Depression in the United States. His novel is the poignant story of a mix-breed family and the tragedy of their exclusion from both the red and the white worlds.Because of cultural misunderstandings, which originate between the Indian mother and Spanish father, suspicion, fear, and finally death take their children. The novel is a history of alienation. Kenneth Lincoln who coined the term Native American Rennaissance pointed out that in the late-1960s and early-1970s, a generation of Native Americans were coming of age who were the first of their tribe to receive a substantial English-language education, particularly outside of standard Indian boarding schools and in universities.Conditions for Native people, while st ill very harsh, had moved beyond the survival conditions of the early half of the century. The beginnings of a project of historical revisionism, which seek to documentfrom a Native perspectivethe history of the invasion and colonization of the North American continent had inspired a great deal of existence interest in Native cultures. During this time of change, a group of Native writers emerged, both poets and novelists, who in only a few years expanded the Native American literary canon.

Ccontemporary Epistemological Research in Education Essay

ABSTRACT. In this article the authors challenge contemporary epistemic research at heart educational settings. After a reconciliation of the current models which treat epistemic beliefs as static and mechanical, the authors present a t distributivelying consume to illust enjoin their consecrateivist sketch that epistemic beliefs should be conceptualized as fluid and dynamic constructs, emerging in web-like configurations. Answers to epistemic questions unfold indoors the interstices and mutual fundamental interactions between people and their environment.Boundaries between studentteacher, single(a)community, cognitionbodily draw argon becoming blurred. From this enactivist sight the researchers role tacks considerably. Instead of de conditionining teachers personal traits and epistemological make-up, the researcher should modify teachers to the subtle ways epistemological beliefs be enmeshed at bottom their day-to-day professional lives, focusing on the complex fabric o f the teaching practice. KEY linguistic process contemporary epistemological research, education, enactivism, lived experiences, personal epistemology.We rehearse in hurlation, only if perform meaning. Information is like the web of links in a wire fence importee is like the cascade of waves on a mountain stream. Cliff Crego (2002) 2002 reckon-poems. com THEORY & psychological science Copyright 2008 Sage Publications. VOL. 18(1) 2745 DOI 10. 1177/0959354307086921 http//tap. sagepub. com Downloaded from http//tap. sagepub. com at Universiteit Maastricht on August 6, 2008 2008 SAGE Publications. All rights reserved. Not for technical use or unofficial distribution. 28.THEORY & PSYCHOLOGY 18(1) What is the true nature of acknowledgeledge, and how does a person recognise to know? These questions number 1 became subject of psychological investigation in the late 1960s through the seminal work of Perry (1968). Today, these questions are studied under the comprehensive of resea rch on personal epistemology (Hofer & Pintrich, 2002). Personal epistemology has occur to be seen as the greenality denominator for research d ace within this field and as a term signifying individual conceptions of knowledge and knowing.These conceptions are referred to by many disparate labels, of which the most commonly use term is epistemological belief. Other labels are epistemological posture, epistemological resource, and ways of knowing (Niessen, Vermunt, Abma, Widdershoven, & van der Vleuten, 2004). Because the term (epistemological) belief is already more(prenominal) broadly used within (educational) psychology and thus easy to familiar with, we will use this term throughout the article when referring to issues of knowledge and knowing.Within this article we supply a cognitive psychological and an enactivist account of epistemological beliefs and maintain that the differences between both are ultimately reflected in Cregos distinction between the rehearsing of infor mation and performing of meaning. We will apply the enactivist perspective to an interview surgical incision to en competent deeper understanding of teaching practice. The application of the enactivist account to this case has the character of a hermeneutic circle. This means that the enactivist account provides us with a background view that enables us to understand teachers experiences more fully.At the same snip, the process of application is in addition a practice of opening up and world caught by in the buff insights while interpreting. These insights might alter our epistemological perspective. This study is part of a larger ongoing investigation to understand the phenomenon of resistance by teachers to a Problem-Based acquirement (PBL) environment using the epistemological perspective as our interpretive framework. PBL, in short, is an instructional method that, contrary to frontal teaching, chooses not to instruct students directly, but to aid the process in which stu dents themselves and in collaboration with each other learn the necessary knowledge and skills by working on real-life problems.The role of the teacher is predominate to the success of this method. This is why the example used throughout this article highlights a teacher (Josie) who is situated within a PBL prevail. In the following we will first present the fragment carryn from the interview with Josie. In this fragment she talks most her struggle to introduce a assembly of new staff members to ProblemBased Learning.We will also provide a more in-depth linguistic, methodological, and ontological characterization to contemporary epistemological research. Finally the contours of the enactivist perspective will be drawn in more detail. Josies Case Interviewer (I) How would you describe yourself as a trainer? Josie (J) I always try to get the stem excited about PBL. Downloaded from http//tap. sagepub. com at Universiteit Maastricht on August 6, 2008 2008 SAGE Publications. All r ights reserved. Not for commercial use or unauthorized distribution.NIESSEN ET AL. epistemological RESEARCH IN EDUCATION 29 I How do you do that? J By act to get everybody involved. At the same time, this is a potential pitfall. For instance, in a training session last calendar week there was a congregation of student tutors and this group was really very critical, because they had at moveed other PBL courses. That was when I found myself trying to create more constructionthats where I felt inadequate, because there were so many people with so much experience. In these instances its meaning(a) to offer students guidelines and structure.You should be able to deviate from this structurebut only in those cases when its possible. Some teachers see this very clearly. Personally, I tend to create structure together with the groupon the spot. With some groups this works out just fine and with other groups it would yield been better if I had provided a clear structure from the start. We would have come further. I Students get restless? J No, yes, well, theres too much input and too few conclusions. I sound off thats a major thing in PBLits a major issue that too often, maybe, no actual conclusion is reached.Thats really what I think is probably my own shortcoming, something that as a student I thought was missing in the system. That structurethe framework in which you work. I What does this framework locution likewhat is it made of? Do you know what I mean? J A connecting thread. I You phrase that on the one hand youre trying to find this thread and you want to connect it with the experiences of the participantsbut thats difficult because their experiences are so diverse and a common theme is hard to discern.J Well, maybe thats because there just isnt one single thread and because PBL is based on the assumption that the available knowledge is relative. So you cannot say theres one single closure to a specific problem. The important thing is that you are wo rking towards a solution. Josie (a pseudonym) is a junior teacher trainer at the Faculty of Economics and Business Administration. She was one out of a group of 10 teacher trainers and 9 new staff members of Maastricht University in the Netherlands who were interviewed about their experiences with PBL, their concerns and unresolved issues.The participants we interviewed came from unlike departments of Maastricht University and differed considerably in experience with PBL, general attitude towards teaching, general teaching experience, and opinion about the value of PBL for student learning. notwithstanding the marked differences in background and experience among the interviewees, Josie was not the only one who presented a complex and multilayered experience. Looking at other participants day-to-day teaching experiences, we in addition encountered varied and multilayered stories. This phenomenon is n all strange nor new.Studies by Perry (1968) and Lyons (1990), but also more recen tly from Phillion and Connelly (2004), show us that when researchers turn their attention to actual teaching experiences, the presented picture of teaching and epistemological beliefs is more textured and complex. The Downloaded from http//tap. sagepub. com at Universiteit Maastricht on August 6, 2008 2008 SAGE Publications. All rights reserved. Not for commercial use or unauthorized distribution. 30 THEORY & PSYCHOLOGY 18(1) selection of this particular segment has been guided by the potential to learn from it about the role of epistemological beliefs in teaching.According to pastime (1994), the potential for learning is a different and sometimes superior criterion to representativeness (p. 243). The fragment shows how Josie is struggling with the question How do these students come to know? In the interview, Josie as a teacher trainer talks about her ideas and ideals of student involvement within her courses. She says that in some situations she finds it difficult to realize th ese ideals. She refers to her attempts to structure group sessions. She thinks that in order to do so, she has to develop a connecting thread that will enable the group to achieve a sense of closure.This metaphor nicely illustrates Josies annals approach to teaching. Her goal is to develop, together with the group, a storyline with a beginning, middle, and an ending. She expects that this jointly developed plot will enable the group to close the session in a satisfactory way. Josies ideas and strategy implicitly characterize her epistemological approach to one of the key questions in epistemology How does a person come to know? , or How should this group of students come to know? We can see an answer emerging from the confrontation between her ideals, her self-image, and the group with its characteristics.When she says Its in these instances that its important to offer students guidelines and structure, she refers to her failed attempt to provide guidance, which, to her, was neces sary to give the group a satisfactory sense of closure. This experience appears to have triggered a slight change in her epistemological outlook. Instead of her a priori assumption that students should be regarded as knowledgeable others, who will work together with the teacher to create a common thread, she now thinks that the group process also depends on her ability accurately to estimate the amount of prior experience that students bring to the course and her own experience and skills.Josies rapport with the group of students is coloured by her ideals about student involvement. It is also with this particular group of students, who have so much experience, that she discovers the misfortune of her usual strategy, i. e. developing a structure on the spot together with the group. In her own words Their experiences are so diverse and a common theme is hard to find. As a result she is confused and forced to reassess her epistemological ideal of student involvement in light of the c oncrete situation.Looking back on this experience, she reflects on the epistemological perspective underlying PBL and in doing so realizes that there isnt just one single solution to a problem and that all knowledge can make a contribution. The lived experiences of Josie as a teacher are interpreted as an indication that the epistemological questions can only be meaningfully understood when they are placed within the context of the story that defines the situation as a whole.To put it in more general terms, in order to assess a situation epistemologically or Downloaded from http//tap.sagepub. com at Universiteit Maastricht on August 6, 2008 2008 SAGE Publications. All rights reserved. Not for commercial use or unauthorized distribution.NIESSEN ET AL. EPISTEMOLOGICAL RESEARCH IN EDUCATION 31 make sense of teachers experiences epistemologically, we need to take account of the circumstances that induce each new teaching situation. In Josies case these circumstances implicated her c onviction that a common thread had to be identified, her skills to get the group to do this, the group size and group members varied experience.We would assert that her epistemological belief is essentially indexical (Roth, Lawless, & Tobin, 2000), meaning that it is significant only as seen from within the concrete circumstances in which it arises. In the following section we will focus on the contrast between this view of epistemological beliefs and the prevailing views in contemporary epistemological research. modern-day epistemological Research Although the term contemporary epistemological research suggests that there is a unified research domain, there are in fact different movements to which researchers within the domain of personal epistemology may turn.These movements may be referred to as trait-oriented, conjecture- objected, and resource-oriented. This means that researchers typify epistemological beliefs respectively as traits, theories, or resources (Hammer & Elby, 2 002). Although we agree with Hammer and Elby that there are some important differences among these movements, we also discern an important mutual characteristic all are grow in cognitive psychology. This seems to offer an interesting perspective for an analysis and characterization of the field as a whole, because it would go to the very heart of research on epistemological beliefs regardless of the particular movement.In our view, Cregos phrase rehearsal of information very aptly captures the essence of contemporary epistemological research in relation to three interrelated angles language, methodology, and ontology. Linguistic Idiosyncrasies of Contemporary Epistemological Research A striking linguistic characteristic of the cognitive psychological discourse about the foundations of thinking and believing is a marked preference for the use of nouns (Saljo, 2002). Since contemporary epistemological research is grounded in cognitive psychology, this characteristic is also discern ible in epistemological research.The phenomenon addressed within epistemological research can be denoted by different labels epistemological belief (Duell & Schommer-Aikins, 2001 Hofer, 2000 Hofer & Pintrich, 1997, 2002 Schommer, 1994, 1998b), epistemological position (Perry, 1968, 1988) epistemological theory (Hofer, 2000 Hofer & Pintrich, 1997, 2002), epistemological standard Downloaded from http//tap. sagepub. com at Universiteit Maastricht on August 6, 2008 2008 SAGE Publications. All rights reserved.Not for commercial use or unauthorized distribution. 32 THEORY & PSYCHOLOGY 18(1) (Ryan, 1984a, 1984b), epistemological resource (Hammer & Elby, 2002), epistemological style (Martin, Silva, Newman, & Thayer, 1994), epistemological reflection (Baxter Magolda, 1992, 1994, 1996), epistemological posture (Desaultes & Larochelle, 1997), epistemological orientation (Belenky, Clinchy, Goldberger, & Tarule, 1986), epistemological antecedent (Powell, 1996), and ways of knowing (Belenky et a l. , 1986).The disturbing aspect of the predominance of nouns as the reaching blocks for thinking and believing is that it creates the impression that peoples capacities and ideas should be conceived of as unchanging objects (Saljo, 2002). Nouns distract our attention from the processes in which epistemological constructs can be seen to emerge. Nouns denote a final state as opposed to a process in which actions and thoughts are continuously taking shape and modifying each other. The idea of stability is reinforced by the tendency to represent epistemological beliefs as fixed cognitive traits or theories (Hammer & Elby, 2002).Epistemological beliefs are seen as trait-like or theory-like features which are stored and acted upon inside the brain. From an epistemological trait perspective, individuals beliefs and ideas about epistemology tend to cohere into stable positions or levels, phases or stages, which can be tell from other levels and phases with regards to organization and quality. They are seen as declarative knowledge to which a person has conscious and articulate access. In epistemological theories, beliefs are perceived as being structured in this way (Hofer & Pintrich, 1997, 2002).Congruent with the tendency to see epistemological beliefs as stable and object-like traits or theories stored within the individual mind, most researchers tend to refer to epistemological beliefs in terms of individuals having them (Pehkonen & Torner, 1999). Another feature within Western society that reinforces thinking about epistemological beliefs as objects and unchanging is the linguistic tendency to typify mental phenomena dichotomously, i. e. as belonging to eitheror categories (Amstutz, 1999 Davis & Sumara, 1997).Examples of such dichotomies are mentalphysical, internalexternal, individualcollective (Davis & Sumara, 2001 Heft, 2001). Membership of one category precludes membership of the other one of the pair. This divisive either/or mode of thinking reinforces the image of people as unchanging. Something or someone is or is not of some category. According to Langer (1989, 1997), divisive thinking has this effect when people take categories or opposites literally or without mindful attention. She calls for heedful and critical thinking in which mindless acceptance of categories is regarded as the opposite of powerful learning.We think that a contemporary interpretation with a language that treats epistemological beliefs as stable and trait-like or object-like has trouble interpreting the epistemological picture that arises from teachers concrete perspectives. When we analyse Josies account and realize that she tunes into the situation as a process that unfolds in interaction with the group, we realize Downloaded from http//tap. sagepub. com at Universiteit Maastricht on August 6, 2008 2008 SAGE Publications. All rights reserved.Not for commercial use or unauthorized distribution. NIESSEN ET AL. EPISTEMOLOGICAL RESEARCH IN EDUCATION 33 t hat the boundaries between individualcollective, selfother, and internalexternal are not clear-cut. They are fuzzy, blurred, and overlapping, and we see no clearly outlined either/or distinctions. We think epistemological beliefs should be better conceived of as emerging characterizations within a process of mutual adaptation, such as in Josies attempts to tune in to the ideas of the group and to her own and reconcile them.Because this process unfolds concurrently with the teaching process, it cannot be fully anticipated a priori or even as it is being enacted. To us, this view is compatible with a concept of epistemological beliefs as continuously unfolding processes, like waves cascading down a mountain stream. Just as the water and the mountain are being shaped and reshaped in their continuous interaction, so is the answer to the epistemological question How do these students come to know? being rephrased under the influence of interaction in a concrete teaching situation.Partic ularities Regarding the Methodology within a Contemporary Epistemological Perspective Characterizing the methodologies that are used in contemporary epistemological research, we see an equally differentiated array of instruments production-type tasks, open-ended interviews, vignettes, observations, illstructured problems, and Likert-type questionnaires (Duell & SchommerAikins, 2001). What is striking to us is that despite this diversity, epistemological beliefs research is exceptionally unitary in its preference for using the individual and his or her beliefs, knowledge, desires, and attitudes as the unit of analysis (Lyons, 1990).We think this preference is congruent with the predilection for nouns emphasizing the object-oriented way of thinking it seems to us that an orientation towards epistemological beliefs as object-like has been (tacitly) operative in the development of instruments that are used to study them as personal and stable traits or theories. We visor that an orien tation to the individual is especially recognizable in questionnaire (Likert-type) studies and standardized interview studies.Despite growing criticism of questionnaire studies, they have been and continue to be an important method in studies of epistemological beliefs (Duell & Schommer-Aikins, 2001). Part of their popularity seems to be attributable to their easy and quick administration. Nevertheless, Hammer and Elby (2002) reveal a fundamental problem when they point out that stage saying is often far removed from day-today teaching practice while at the same time it is assumed to pertain to these contexts (see, e. g., Schommer, 1998a questionnaire Nothing is certain but death and taxes).According to Hammer and Elby, this is neither true nor Downloaded from http//tap. sagepub. com at Universiteit Maastricht on August 6, 2008 2008 SAGE Publications. All rights reserved. Not for commercial use or unauthorized distribution. 34 THEORY & PSYCHOLOGY 18(1) viable when made explicit. Most epistemological studies ask participants direct questions about their beliefs, often by presenting epistemological statements and asking them to rate their agreement/disagreement on a Likert scale.For example, students may be asked whether they agree or disagree that the best thing about science courses is that most problems have one right answer (Schommer, 1990, p. 499) the science principles in the textbooks will always be true (Songer & Linn, 1991, p. 769) or knowledge in physics consists of many pieces of information, each of which applies primarily to a specific situation (Redish, Saul, & Steinberg, 1998, p. 217). It is only by a presumption of unitarity that the results of these studies may be considered to apply to all contexts of learning (Hammer & Elby, 2002).However, the item formulation must be generic to preserve internal congruence throughout the whole study. It would be incongruent to perceive of epistemological beliefs as stable traits or theories but apply highl y context-specific or dialogical research methods. A generic item formulation makes perfect sense given the a priori position that epistemological beliefs are stable phenomena. Epistemological beliefs are seen as tangible features and measured congruently.They can therefore be conceived of as entities that impact on teaching behavior linearly, i. e.cause exists as an inherent constituent of epistemological beliefs. Contemporary cognitive epistemological research is concerned with the search for explanations of the epistemological perspective in order to announce and control students and teachers behaviour. Using standardized (cor relative) measuring techniques, researchers are able to identify these linear and law-governed patterns.The role of the researcher in this process is merely to uncover these relationships objectively, with hardness and reliability (Guba & Lincoln, 1989, 1994 Lincoln & Guba, 1985, 2000).In interpreting Josies segment, it is true that Josie shows an episte mological preference to create a common thread together. At the same time we also see that this preference becomes active and is questioned while interacting with this specific group. Her experience of the situation she describes has led her to acknowledge that in this instancegiven her own and the groups experiencea different approach might have been more successful. Confronted with this new experience, a breach is made within otherwise customized behaviour.These breaches provide opportunities for change and revision of ideas to suit local circumstances. We interpret Josies ultimate handling of the situation as the result of reciprocal dynamics between different personal and situational elements, whose influence can be seen from a holistic point of view, but which cannot be reduced to any element or correlation in particular. Downloaded from http//tap. sagepub. com at Universiteit Maastricht on August 6, 2008 2008 SAGE Publications. All rights reserved. Not for commercial use or u nauthorized distribution. NIESSEN ET AL. EPISTEMOLOGICAL RESEARCH IN EDUCATION.35 The Particularities Regarding the Ontology within a Contemporary Epistemological Interpretation Ontology is the subdivision within metaphysics that deals with the nature of being. More concretely, ontology is revealed in the question What is real? We might thus ask whether epistemological beliefs are real. According to Baptiste (2001), one of the most troublesome questions surrounding the issue of ontology is the distinction between the facticity and the quality of a thing. Facticity refers to the question of whether a thing exists. In our case we might ask if epistemological beliefs do exist.Departing from a realist perspective (Heron & Reason, 1997), the answer within contemporary epistemological research is that epistemological beliefs do therefore exist as theories, traits, or resources. For realists, epistemological beliefs are just as real and tangible as observable objects. The quality of a thi ng refers to the form of a phenomenon or the nature of an object. Within contemporary epistemological research, epistemological beliefs are thought of as psychological and physical phenomena. They are psychological because they roost in a persons mind.They are also (presumably) physical on the basis of the default assumption that epistemological beliefs correspond to cognitive units in the brain (Hammer & Elby, 2002). Finally, there is the question of whether it would be possible for epistemological researchers to claim that epistemological beliefs exist without reference to cognitive psychology or cognitive science. Contemporary epistemological research, although not explicitly referred to, heavily draws on cognitive science and cognitive psychology as its foundational precursors, meaning that these strands are the background theories they implicitly build on.Varela, Thompson, and Rosch (1997) have pointed to the reifying effect of cognitive science on cognitive psychology when de scribing the centrality of the computer metaphor and similar language use. This computer-oriented language is also apparent within educational research in general and epistemological research in particular (Davis & Sumara, 1997). It depicts humans as disenchanted, cerebral beings who receive and process information from events and objects to put in representations (beliefs, desires). These representations in turn govern and give meaning to their own behaviour and that of others.In Josies interview, but also in the other interviews we conducted, we see from an enactive outdoor stage first and foremost acting persons (Packer & Winne, 1995) who stumble and haphazardly manage to guide their classes through the course. Josies hesitation to infer definite conclusions about the preferred course of action in this particular situation is hard to interpret as an image of information rehearsal, the picture we see framed within contemporary epistemological research.As we see it, in this parti cular situation her answer to the question How do these students come to know? is embedded within a network of concrete relations and a process of mutual attunement. Downloaded from http//tap. sagepub. com at Universiteit Maastricht on August 6, 2008 2008 SAGE Publications. All rights reserved.Not for commercial use or unauthorized distribution. 36 THEORY & PSYCHOLOGY 18(1) In our view, Josies hesitation to draw definite conclusions should not be deplored but welcomed, because it may open up opportunities that may direct to epistemological attunement, which may guide students and teachers to the most appropriate end.The interview excerpt with Josie illustrates the existential dialogical nature or ontology in which it is hard to dissect the knower from the known, mind from body, student from teacher, teacher from context, et cetera (Hosking & Bouwen, 2000). Josies teaching might be viewed as a responsive choreography in which her behaviour and beliefs co-evolve within a relational web of individual inclinations or cognitions, her skills as a teacher trainer, the characteristics of the students she teaches, and the dialogue between these elements altogether.In the final section of this paper, we will explain and illustrate our enactive or dialogical world orientation. An enactivist world orientation is grounded in the assertion that people form complex fabrics of fundamentally and inextricably intertwined relationships with everything elsephysically/biologically and experientially/phenomenologically (Davis & Sumara, 1997). From this viewpoint, epistemological beliefs are not primarily or solely cognitive features, but they are temporarily crystallized enactments in ever-changing webs of mutually defining elements.An Enactive and Dialogical Perspective on Epistemological Beliefs So far, we have focused on a passage from Josie and characterized contemporary cognitive epistemological research from a linguistic, methodological, and ontological point of view. The e nactive epistemological perspective takes into account many elements, such as the group experience, the group size, and her own (in)abilities to provide a common thread (structure).In this final part of the discussion, we take up the challenge to sketch and explain more thoroughly the contours of an enactivist interpretation that enables us to take into account these elements to which Josie refers. Although we typify our interpretation as enactivist, we will also draw on theoretical notions derived from philosophical hermeneutics (Gadamer, 1990 Widdershoven, 1999) and narrative psychology (Abma, 2000 Josselson & Lieblich, 1999 Lyons & LaBoskey, 2002).Enactivism is an emerging worldview that lingers in between and draws from different domains, including philosophical phenomenology (Varela, 1999), complexity theory (Waldrop, 1992), and evolutionary biota (Bateson, 1979, 1987). Although this worldview is of reasonably recent date, it is receiving more and more attention within the doma in of education (Davis & Sumara, 1997, 2001, 2002 Davis, Sumara, & Kieren, 1996 Sumara & Davis, 1997). Within the domain of contemporary epistemological research, enactivism has been largely absent, although the work by Belenky et al.(1986) and Lyons (1990) shows strong similarities. In the following we will Downloaded from http//tap. sagepub. com at Universiteit Maastricht on August 6, 2008 2008 SAGE Publications. All rights reserved. Not for commercial use or unauthorized distribution. NIESSEN ET AL. EPISTEMOLOGICAL RESEARCH IN EDUCATION 37 first explain enactivism as it is defined by Davis and Sumara in the field of education (Davis & Sumara, 1997, 2000, 2002 Davis et al., 1996).Although not directly translated to the educational or the epistemological field, we will also be using some of the terms (eclectically) used by Varela et al. (1997) since they are eminent in the field of enactivism. To enact means to work in or upon or to act or perform. Enactivism refers to the idea o f knowing in action. People come to know and suppose about the world by interacting with it bodily, experientially, and cognitively.This means that individuals are simultaneously biological and social beings who experientially embody both cognitive and physical dimensions within their actions. Because continuous interaction is such an important feature of enactivism, one could claim that it holds a relational ontology meaning that all social realities and all knowledge of self, others, and things are viewed as mutualist or co-dependent constructions existing and known only in relation to each other (Hosking & Bouwen, 2000).When we review Josies story again, we see a sooner unfledged teacher trainer who struggles with the epistemological question How should these students come to know? Her commonly used approach to create a common thread together is rather problematic given her own (in)abilities within a large group of experienced students. As a consequence of this inexperience sh e adjusts her epistemological outlook to include the notion that when faced with a rather experienced group she needs to hold more control.Interpreting her account enactively, we would claim that her final outlook to this particular situation is the result of the interaction between her ideal to create a common thread together and her communication skills, her self-image, the groups size, and the amount of experience of the group. It is the confrontation of these elements within the concrete enactment that sets the stage for this particular response to arise. The enactive paradigm as exemplified by Varela et al. (1997) emphasizes the relev.

Willy Loman

The the Statesn Dream is the paper that with big(a) act as and pers perpetuallyance, anyone can succeed in America, the land of opportunity. However, as time went by, the thought of the American Dream came to mean working to buy material possessions, and no matter how hard someone works, t present is always more to buy. As people struggle to achieve the American Dream, companies downsize and fire people who have given their lives to that company. Capitalism in America causes a really few people to gain wealth while the rest of society just continues to struggle.The unforgettable Willy Loman and his family demonstrate the dangers and downright destructive forces of capitalism. Willy Loman has simply false expectations of his own life and his family members. He does not face his own flaws and just cannot seem to get ahead. Willy Loman shows the dangers of getting in like manner wrapped up in the very values of capitalism such as the idea that money equals character and material possessions defines self-worth.As Willy continues to be unsuccessful, he feels more and more inadequate and depressed. He is courted by the grand idea of the American Dream without understanding that it is almost unattainable for many. He suffers from this system as well as his own unfitness to change the dream or to cope with the unrealistic nature of the dream. Capitalism kills his American Dream.Willy raises his children by transferring his own unrealistic version of the dream to them in unnumerable ways. Willys focus in raising his children is that they be both attractive and normal. By raising his children this way, they never learn any skills that will sustain them in life. In fact, they learn really the opposite of capitalism in making the effort to get ahead.Biff, who thinks he is above it all because he is so popular and well-liked that he doesnt devote any time to schoolwork and ends up flunking high school math. He doesnt make it up in summertime school so he cannot go to college. He actually ends up stealing from his boss, and is basically floundering in the world. He, like his father, always has la-di-da ideas about success. Happy, on the other hand, turns out another way. Happy be finesseves that Bill Oliver (the boss Biff stole from) will lend them money for one of their half-baked plans about interchange sporting goods. He is completely unrealistic and has no ambition. Happy is well-liked, especially by women, but sheds all his time trying to score.No effort is devote to actually getting a job or being self-sufficient. Because Willy is so focused on the idea that his children will achieve the American Dream, he teaches them vile values. When Biff steals a football, Willy praises him. When Biff flunks math, he ignores the fact that Biff cheated. He pumps up their self-esteem so much that they cannot clinch down jobs. They cannot seem to bow to taking orders from anyone. And Willy cannot seem to avoid making these false promises to them .For example as he tells his boys, the man who makes an appearance in the business world, the man who creates a person-to-person interest, is the man who gets ahead. Be liked and you will never want. You take me, for instance. I never have to wait in line to see a buyer. Willy Loman is here Thats all they have to know and I go right through. ( moth miller 33) However, he is a salesman for the same company who lets him go without a second thought, as he becomes less useful to them. Willy is not preparing his children for a world of capitalistic corporate downsizing and such.He pumps his children up for life but goes way too far in avoiding the truth. When Biff talks about working for Bill Oliver, he says, How the hell did I ever get the idea I was a salesman there? I even believed myself that Id been a salesman for him And then he gave me one look and I realized what a ridiculous lie my whole life had been Weve been talking in a dream for fifteen years.I was a shipping clerk (Miller 104). In this quote Biff summarizes the idea that Willy has filled them both full of hot air, to the point that they cannot even live in the real world. Biff cannot even admit that he was only a lowly clerk and so he ends up getting angry and stealing from his own boss. Willy has not allowed the boys to truly see reality.Another capitalistic idea presented is that everyone must work and work in this world to provide for their families, to keep them in the newest things. However, people never really get to see the benefits of all their hard work. As a society, most families are in debt for everything they own, and they never get to see the end product of that. As Willy says, Figure it out. Work a sprightliness to pay off a house. You finally own it, and theres nobody left to live in it (Miller 15).By the time Willy works plenteous years in his life to pay off the house and the stuff in it, the kids are grown and he is on the verge of retirement. And as he says, I gotta be at it ten , twelve hours a day (Miller 37). He works so hard to provide for his family but never actually gets to spend time with them because he is always working to pay for all that stuff. In a capitalistic world, things are made to be replaced and to keep their owners paying on them. Once in my life I would like to own something outright before it is bemused. I just finished paying for the car and its on its hold up leg (Miller 36).The same idea is expressed again by Willy in talking with Linda about the icebox. They are discussing the expensive General Electric which functions well versus the cheaper battle of Hastings model that they bought. Whoever heard of a Hastings refrigerator? Once in my life I would like to own something outright before its broken Im always in a race with the junkyard I just finished paying for the care and its on its last legs. The refrigerator consumes belts like a goddam maniac.They time those things. They time them so when you finally paid for them, theyre used up (Miller 73). Like the products that are all almost him, Willy is also used up himself, and his company will prove this by letting him go after his dedication all these years.The idea that everyone must work really hard and advance their way up the ladder in order to make a good living is also presented. To suffer l weeks of the year for the sake of a two-week vacation, when all you really desire is to be outdoors, with your shirt off. And always to have to get ahead of the next fella. And stillthats how you build a future (Miller 22).Ben and Charley are both presented as foils to this idea, and Willy is depressed that he does not live the lifestyle of either of these men, but he lost(p) the boat so to speak. These men both kind of luck into things as is often the case in a capitalistic society. Many times, it makes no disagreement how hard one works or how liked he is or anything else it is about being in the right place at the right time. volume can be discarded in this capitalistic world when they no longer serve their purpose. Willy is fired after devoting his life to the company with the horrible prenomen of capitalism, business is business.(Miller 80). Willy has given his adult life to sales for this company, and when he is no longer useful to them, he is fired. You cant eat the orange and throw the peel off a man is not a function of fruit (Miller 82)The Wagner Company has sucked the life out of him and then fired him, discarding him like a useless piece of orange rind. I dont say hes a great man. Willie Loman never made a lot of money. His name was never in the paper. Hes not the finest character that ever lived. But hes a human being, and a terrible thing is happening to him. So attention must be paid. Hes not to be allowed to fall in his grave like an old dog. Attention, attention must finally be paid to such a person (Miller 56).Linda is making a statement to America here about the way workers are treated in such a capitalistic socie ty. When everyone wants to get ahead, humanity is lost. Willy is a person, and he deserves to be treated like one. He works for a company thirty-six years this March, opens up unheard-of territories to their trademark, and now in his old age they take his profit away (Miller 56).Humanity is lost. Workers should have pensions for devoting their lives to a company. As he says to Charley, you end up worth more dead than alive (Miller 76). His life insurance constitution left to his family will provide better for them than he ever could. This again, is the sadness of many corporate lives when they have reached the end of their usefulness according to the powers that be.Willy even has grandiose ideas about his own funeral and his importance in this dehumanized world. Willy has given his life for the business, and feels that his funeral will be spectacular. All the people he sold to will be there. People from all over New England will attend because he was so well-liked but in reality, n o one attendshis family and Charley.In all, Willy Loman was destroyed by the capitalistic society. Capitalism kept him working in a job to keep up with the Jones he was able to buy all the things that society sells to us with the idea that they are indispensable. He devotes his life to his job in sales, never spending much time with his family because he was always on the road. In the end, what does he have to show for it? Nothing. His boys are not productive and suffer from false illusions of their own. He kills himself so that his life insurance policy will provide for his family. Arthur Miller provides this play is a kind of indictment on the way the world is progressing today, particularly America. He provides Willy Loman as a sort of tragic hero who wants to hold to some of the old ideas but is continually beaten down by the new trends. Capitalism kills the American Dream.Works CitedMiller, Arthur, Death of a Salesman, Penguin Books, Middlesex England, 1949.

Automobile Industry of Pakistan †an Overview Essay

The simple machinemotive exertion rightly prides itself on being recognized as the mother of all industries. In its folds it carries many different kinds of vehicles to provide mobility to people and goods. While they may front to be simple machines, their design and manufacturing take a shit much deeper roots in all the known technologies. In-depth familiarity and skillful application of mechanical, electrical, electronics, chemical and a host of other technologies culminate in achievement and gain of the manufacturing base of a terra firma, by focusing on a single product the simple machinemobile. This then provides an hazard to fix a large add together of goods and services for consumption of the entire international community. Use of the pronounce mother for automotive perseverance is t here(predicate)fore the most appropriate description to define the nature and immensity of the industry. In recent years, we hold up witnessed that the industrialization of S disco verh East Asian countries greatly depend on the outgrowth of their automotive industry. Similarly, automotive industry acted as a catalyst in the overall increment of the industry in Japan and Koreas and the consequent salutarybeing of their citizens.It is indeed heartening that the mother has once again smiled at Pakistan. Fortunately the terminal 3 years have witnessed phenomenal growth in the industry in terms of technological advancements and production/sale volumes with the local contents rising as towering as 90%. The industry is already employing 120,000 people, contributing much(prenominal) than 12 million rupees to GDP, contributing more than Rs. 30 billion to the national exchequer in terms of duties and taxes, attracted investment worth Rs. 52 billion including a substantial foreign investment.Today the customers have choice to pick from a wide chuck of products including motorcycles, trucks, buses and cars of premier Japanese and Korean brands at internationall y competitive determines which has only become possible referable to local contents and availability of highly productive and inexpensive human resources. An automobile has over 2000 components and separate out of which the assemblers usually concentrate on the manufacturing of small but critical bulge outs while the rest parts are supplied by the vendors and the subcontractors.In Pakistan the automobile component manufacturing industry consists of main(prenominal)ly units producing master copy components for gathering under delegation program and units producing reconditioned and original components for local use. These units are in cardinal types which include the original equipment manufacturers, independent equipment manufacturers and the ancillary (auxiliary) industry producing small parts and non-automotive items.There are more than 800 vendors in the country with a total investment of over Rs.8 billion they are engaged in the manufacturing of original components for t he manufacturing operation under the delegation program as well as producing reconditioned and original components for sale in the local market place. They manufacture and supply the local car assemblers with auto parts such as pistons, railway locomotive valves, gaskets, camshafts, shock-absorbers, struts, steering mechanism, cylinder heads, wheel hubs, brake drums, wheels, bumpers, instruments and instrument panels, gears of all types, radiators, cylinder liners, blinkers, lights, doors and door locks as well as auto air conditioners.Critics say that the local vendor industry though unchanging in the process of development, have not achieved the delegation targets by producing low tonicity components which are not refreshing by the local assemblers, it is utter that the Pakistan Association of Automotive Parts & Accessories which represents the auto parts manufacturers have not in a way been fully able to contribute its share to the development of this sector. The vendors on their part how eer put the blame on the policy makers and partly on the assemblers who have not been advance the local vendors as such.On the other hand it is said that the foreign car principals have no justification for their complaints because of the level of their participation in the local vendor industry. Hino trucks, as it was pointed out, have started manufacturing wheel drums locally while Suzuki is still complaining nearly the quality of silencer it received from the local vendors. In the valet trade, simple machine Sector is one of the largest segments. It is the major(ip) driver of economic growth and business activities in a country.It puts multiplier impacts on the economy. Day-in, day-out around 200,000 vehicles roll off the humanitys fictionalization lines with car as the dominant segment of the industry. Evolution of Automobile Industry in Pakistan Automotive industry in Pakistan started in the 1950 and has gone through different phases from being a privat e sector industry in 1950 60s, and fit a disposal controlled industry in the 1970s thanks to Mr. Bhuttos matterization policy, and then reverting back to the private sector from 1980 onward.Currently in Pakistan we have a total of 67 Automobile Manufacturing Units (A. M. U) which include o7 Car A. M. Us o7 Light Commercial Vehicle A. M. Us o2 Jeep A. M. Us o5 truck and Bus A. M. Us o4 Tractor A. M. Us o42 movecycle A. M. Us There are approximately four hundred vendors doing businesses in the automobile sector. All the Automobile Manufacturing Units in Pakistan are operating under agreement and licensing from countries like Japan, Korea, china and some from the European Union.Pakistans automobile sector has been registering high growth rates for the go away quaternion to 5 years due to the countrys business friendly policies along with lower obligation rates, persistent growth in GDP, and per capita income. Globally considered as the mother of all industries, the automob ile industry in Pakistan is fast evolving as a robust industry. Some sub-sectors of this fast growing industry, like motorcycle production, have already achieved economies of scale.The level of motorization in the country has also been rising over the years. In 1998-99, it was three cars per 1000 persons, which has signifi so-and-sotly change magnitude to 11 cars per 1000 persons in year 2005-06. The indigenous growth in production of motorcycles increased by 25 per cent during year 2005-06, reaching to an all-time high of 520,124 as compared to 106,797 units in the year 1996-97, which accounts for around 380 per cent increase in motorcycle production during the last cabaret years.Similarly the production of trucks as well as that of buses also saw sufficient increase during the last 10 years. Some 2,994 units of trucks were being produced in the country in 1995-96 which, over the years, have increased to 4,518 units, arranging 51 per cent increase in production. In the case of buses, the rise in production is more pronounced as compared to that of trucks as their production augmented by around 74 per cent during the last decade or so. The industry has achieved a phenomenal growth of 50.2 percent in fiscal Year 2004-05 and increased competition has led to the introduction of innovative products as well as a decline in financing costs. Compared with Pakistan, India has a strong design base and has successfully created a sizeable capacity for production of vehicles. It enjoys a clear edge over Pakistan in the automobile sector. Indian auto companies are highly cost competitive due to appropriate levels of mechanisation and low cost automation and have achieved a high level of productivity by embracing Japanese concepts and best practices.India is already the second largest two wheeler manufacturer, second largest tractor manufacturer, and fifth largest commercial vehicle manufacturer in the world and has the fourth largest car market in Asia. The automobil e industry in India is now gradually evolving to re-create those of developed countries. Pakistan can import automotive components and spare parts from India at a lower price as presently these items are being imported from the Far East at higher prices. On the other hand, India is anticipate to benefit from free trade due to its low raw material, electric and perseverance costs.The two segments of the industry namely Car and locomotecycles have shown remarkable growth over the last fivesome years. The growth in domestic market of cars has risen from 40,601 in year 2001-02 to 126,817 in year 2004-05, which is expected to cross 150,000 units during year 2005-06. This growth is attributed mainly by car financing schemes, improved liquidity spot of certain class as a result of economic growth indicators and other monetary measures. The motorcycles have also shown marvelous growth due to sore entrants.The new entrants with fair competition have brought about the availability of c heaper vehicles in the domestic market. Vendor Industry This industry has the potential for development of entire engineering sector. Development of vendor industries in return assures transfer of technologies in nearly all spheres of engineering, specifically, metallurgy, plastics and glass. Technology exists for major engine, suspension and transmission components but due to limited market, prospective entrepreneurs shy away from investment.Over 400 vendors are engaged in the production of auto parts locally including tires, sheet metal parts, mirrors, gaskets, engine valves, camshafts, oil pump gears, pistons, radiators, seats, dashboard, and axles. The Beginning of Pakistans Automobile Industry When Pakistan came appeared on the map of the world, there were uncomplete any automobile manufacture plants nor were any industrial capabilities available for this sector. However, the development of this industrial sector started before long after the independence. Peace in the coun try and development planning by government resulted in increased economic growth that sequentially laid the foundation of industry.First Period 1950 1964 (Start from the Scratch) First serious bowel movement by government to develop the industry and engineering sector in particularly was observed in 1950s when a six-year plan (First Development Plan) was drafted to guide government investment in developing the infrastructure. For auto industry, to overcome the initial difficulties, the government, besides developing infrastructural facilities established the Pakistan Industrial Development commode (PIDC) in 1950.The main objective of PIDC was to play the pioneering role of establishing such industries which the private enterprise was unable to undertake either because they were technologically complex, needed large capital, or were less profitable. These steps resulted in growth of the industrial sector transcription 56. 62 % growth of the manufacturing sector from year 1949 to 1 955. Investment in the automobile industry in Pakistan started in the mid 1950s when Kandawalla Industries established its units for assembling buses and trucks, the companys name was later changed to NayaDaur Motors.National Motors took the indigenization when it came out in the 1960s and was said to have reached above 80% delegation of the Bedford lorries and trucks before it closed down. Kandawalla Motors on its part came up with Nishan , a jeep copied on the pattern of Willeys Jeep of USA by the Pakistan Army, it was said that the project was successful but was killed before the commercial production could begin. It may be worth mentioning here that the same blueprint is said to still be in use in Iran till at once but under their own brand name.Second Period 1964 1972 (Progressive Manufacturing) Potential of the industry and high pauperism of the products attracted new entrants whereas the existing players started producing in mass quantities. This mass production that starte d in 1964 resulted in the first ever arrest of state-of-the-art manufacturing in the history of Pakistan. The idea of progressive manufacturing was first mooted by the Ghandhara Industries and Mack Trucks. The idea was to start local manufacturing with simple and non-functional parts and to add more and more complicated parts in small steps.According to the planning then done 100% local manufacturing was to be achieved in sevensome to ten years. Un fortunately, this period did not last long as the projects undertaken proved to be over thought-provoking that eventually failed. Clearly the concept of progressive manufacturing has not added much to technology, self-reliance or economy. For example, as against the targets primp of manufacturing 100% of local contents in maximum 10 years, actually achieved delegation in 18 years is 45. 78% for trucks & buses, 43. 17% for trucks & buses engines, 16. 50% for 44 jeeps and zero percent for cars.Furthermore, no new units for manufactur ing passenger cars, 44 vehicles, LCVs, buses and trucks were established under this concept, but still few new units for producing tractors, jeeps and change vehicle were established. New units established were Atlas Honda, Khawaja Autos, Rana Tractors, Jaffar Industries, and Bela Engineers. A more market oriented feeler was adapted by Honda motorcycles and Vespa scooters during this period, as they introduced light motorcycles for the first time in a market dominated by heavy motor bikes like BSA, Triumph and Lamberetta scooters.Third Period 1973 1987 (Nationalization of Industries) Following the progressive manufacturing period, nationalization of industries under scotch Reforms order had a profound impact on automobile industry in Pakistan. In early 1972 under Martial Law Regulation, the authorities took over the control of 32 industrial units, including eight automobile plants, under the officially appointed Board of Industrial Management with the rector for Production as its Chairman. The units taken over by the Government were iron and steel, heavy engineering, heavy chemicals, assembly and manufacturers of motor vehicles.The companies gone under nationalization included oWazir Ali Engineering oSind Engineering oHyesons Mack Trucks oAli Autos oAwami Autos oRana Tractors oMillat Tractors oHaroonInd/Karachi Autos oRepublic Motors oJaffer Trailer Developers oGhandhara National Motors oKandawala Industries oNayaDaur Initially, the management of these industries was taken over by the government, but in August 1973, the President promulgated the Economic Reforms (Amendment) Ordinance after which the Federal Government acquired majority ownership of shares of these industrial units.After nationalization, these units were renamed, their functions were redefined, and Pakistan Automobile Corporation (PACO) was created in 1973 as a holding corporation under the administrative control of the Federal Ministry of Production. ecesis of PACO In order to manage th e automobile units and to advise the Government (in developing policy guidelines for growth and development of auto industry), Pakistan Automobile Corporation (PACO) was formed in 1973 under the administrative control of the Federal Ministry of Production.It was a major public industrial conglomerate of 15 companies including four knock ventures. For the first time in Pakistan emphasis was given to develop the nationalized units under local manufacturing facilities and the development of parts in an organized look and the system of standardization, regulations and monitoring was established. This required the industry to assemble from Complete Knock Down (CKD) and then go on to manufacture components and to achieve a local content of 75% over a five year period.A number of small and large industrial units that were mostly functioning in the unformed sector were channelized into a more formal pattern of production management under the PACO control. The direction for achieving qual ity standards as laid down by the Principals was also established. The MOI was entrusted the responsibility of allowing any waiver for non-performance, and was applicable if cosmic microwave background radiation also concurred. Performance under Government Control According to the government resources, the nationalized industries made progress on a wide front.During the year 1973-74, large scale manufacturing sector achieved a growth rate of 7% as compared to 11. 8% achieved during year 1972-73. The performance of automobile and farm equipment group was the best with production recording an increase of 78. 6%, followed by chemicals (30%) and steel and engineering (15. 1%). It can be observed that number of units in almost all areas of automobiles developed in this phase. The distinctive feature of after nationalization period is the assembly of Suzuki range of vehicles (Cars, Pick-up, Vans and Jeeps) and Isuzu Trucks & Buses in the public sector.Awami Autos signed a Joint Venture A greement with Suzuki Motor Co. of Japan and a new company by the Name of Pak Suzuki Motor Co. Ltd was established in 1982 to produce Suzuki range of vehicles at the existing facilities of Awami Autos. PACO also established two units in the public sector namely Baluchistan Wheels and Bolan castings. The performance of PIDC was also excellent under the nationalization reform and it also contributed towards the progressive manufacturing. The performance of PIDC can be evaluated from the fact that by the end of December 1973, PIDC was successful in completing 62 projects at a capital cost of Rs 1,242.6 million. In March 1974, 16 industrial projects were transferred to the respective 12 corporations set up by the Federal Government. Including in these projects were Pakistan Machine Tool Factory, Heavy Mechanical coordination compound and Heavy Foundry and Forge Projects. Subsequently, the remaining 10 projects under the PIDCs control were also transferred to the mineral Development Corp oration. During the year 1972-73, the PIDC-managed projects and companies produced goods worth Rs. 470. 5 million as compared to Rs. 446. 6 million in 1971-72. one-quarter Period 1987-95 (Privatization on Industries) The policy of de-nationalizing public sector units was adopted once the change in government took place. Privatization brought in foreign companies. This resulted in a number of joint ventures. Due to these ventures, Pakistan auto industry entered into assembly/progressive manufacturing of passenger cars, commercial vehicles and motorcycles. Once the new management of cars and motorcycle assemblers took over the control they entered into joint ventures with foreign companies mostly Japanese, for further development.Most important joint venture that took place was of Atlas with Honda and Indus Motor with Toyota. Similarly, NayaDaur which after discontinuation of AMC-Jeep franchise had become a mere vendor to Pak Suzuki (assembling Suzuki Jeeps) was sold to Tawakal group. Under the Government de-nationalization policy NayaDaur entered into Joint Venture with Kia Motors of Korea and started assembling Kia Ceres Pickups and Kia Pride Cars. The process of privatization is still on and fortunately every government has adopted the policy of privatization and opening of the markets to foreign investment.Although, process is on but still many object that this process is not crystal clear and has many short comings. Major Players in Pakistans Automobile Industry oPak Suzuki Company Ltd. oSuzuki Motorcycles Pakistan Ltd. oAtlas Honda Ltd. oIndus Motors Compay Ltd. oDewan Farooque Motors Ltd. oDawood Yamaha Ltd. oSigma Motors (Pvt. ) Ltd. oHinoPak Motors Ltd. oGhandhara Industries Ltd. oSind Engineering Ltd. oVPL Limited. oMaster Motor Corporation Ltd. oAl-Ghazi Tractors Ltd. oMillat Tractors Ltd.