Monday, September 30, 2019

Implications of Learning Theories in Modern World

Motivation Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997. Definition of Motivation (p. 399) Behavioral Views of Motivation (pp. 399-402) Cognitive Views of Motivation (pp. 402-406) The Humanistic View of Motivation (pp. 406-409) The Impact of Cooperative Learning on Motivation (pp. 416-417) Suggestions for Teaching in Your Classroom: Motivating Students to Learn (p. 422) Resources for Further Investigation (pp. 433-434) Definition of Motivation Motivation is typically defined as the forces that account for the arousal, selection, direction, and continuation of behavior.Nevertheless, many teachers have at least two major misconceptions about motivation that prevent them from using this concept with maximum effectiveness. One misconception is that some students are unmotivated. Strictly speaking, that is not an accurate statement. As long as a student chooses goals and expends a certain amount of effort to achieve them, he is, by definition, motivated. What teachers really mean is that students are not motivated to behave in the way teachers would like them to behave. The second misconception is that ne person can directly motivate another. This view is inaccurate because motivation comes from within a person. What you can do, with the help of the various motivation theories discussed in this chapter, is create the circumstances that influence students to do what you want them to do. Many factors determine whether the students in your classes will be motivated or not motivated to learn. You should not be surprised to discover that no single theoretical interpretation of motivation explains all aspects of student interest or lack of it.Different theoretical interpretations do, however, shed light on why some students in a given learning situation are more likely to want to learn than others. Furthermore, each theoretical interpretation can serve as the basis for the development of techniques for motivatin g students in the classroom. Several theoretical interpretations of motivation — some of which are derived from discussions of learning presented earlier — will now be summarized. Top Behavioral Views of Motivation Operant Conditioning and Social Learning TheoryThe Effect of Reinforcement In Chapter 8 we discussed Skinner's emphasis of the role of reinforcement in learning. After demonstrating that organisms tend to repeat actions that are reinforced and that behavior can be shaped by reinforcement, Skinner developed the technique of programmed instruction to make it possible for students to be reinforced for every correct response. According to Skinner, supplying the correct answer–and being informed by the program that it is the correct answer–motivates the student to go on to the next frame; and as the student works through the program, the desired terminal behavior is progressively shaped.Following Skinner's lead, many behavioral learning theorists de vised techniques of behavior modification on the assumption that students are motivated to complete a task by being promised a reward of some kind. Many times the reward takes the form of praise or a grade. Sometimes it is a token that can be traded in for some desired object; and at other times the reward may be the privilege of engaging in a self-selected activity. Operant conditioning interpretations of learning may help reveal why some students react avorably to particular subjects and dislike others. For instance, some students may enter a required math class with a feeling of delight, while others may feel that they have been sentenced to prison. Skinner suggests that such differences can be traced to past experiences. He would argue that the student who loves math has been shaped to respond that way by a series of positive experiences with math. The math hater, in contrast, may have suffered a series of negative experiences.The Power of Persuasive Models Social learning theor ists, such as Albert Bandura, call attention to the importance of observation, imitation, and vicarious reinforcement (expecting to receive the same reinforcer that we see someone else get for exhibiting a particular behavior). A student who identifies with and admires a teacher of a particular subject may work hard partly to please the admired individual and partly to try becoming like that individual.A student who observes an older brother or sister reaping benefits from earning high grades may strive to do the same with the expectation of experiencing the same or similar benefits. A student who notices that a classmate receives praise from the teacher after acting in a certain way may decide to imitate such behavior to win similar rewards. As we pointed out in Chapter 8, both vicarious reinforcement and direct reinforcement can raise an individual's sense of self-efficacy for a particular task, which, in turn, leads to higher levels of motivation.Top Cognitive Views of Motivation Cognitive views stress that human behavior is influenced by the way people think about themselves and their environment. The direction that behavior takes can be explained by four influences: the inherent need to construct an organized and logically consistent knowledge base, one's expectations for successfully completing a task, the factors that one believes account for success and failure, and one's beliefs about the nature of cognitive ability. The Impact of Cognitive DevelopmentThis view is based on Jean Piaget's principles of equilibration, assimilation, accommodation, and schema formation. Piaget proposes that children possess an inherent desire to maintain a sense of organization and balance in their conception of the world (equilibration). A sense of equilibration may be experienced if a child assimilates a new experience by relating it to an existing scheme, or the child may accommodate by modifying an existing scheme if the new experience is too different. In addition, in dividuals will repeatedly use new schemes because of an inherent desire to master their environment.This explains why young children can, with no loss of enthusiasm, sing the same song, tell the same story, and play the same game over and over and why they repeatedly open and shut doors to rooms and cupboards with no seeming purpose. It also explains why older children take great delight in collecting and organizing almost everything they can get their hands on and why adolescents who have begun to attain formal operational thinking will argue incessantly about all the unfairness in the world and how it can be eliminated (Stipek, 1993).Top The Need for Achievement Have you ever decided to take on a moderately difficult task (like take a course on astronomy even though you are a history major and have only a limited background in science) and then found that you had somewhat conflicting feelings about it? On the one hand, you felt eager to start the course, confident that you would b e pleased with your performance. But on the other hand, you also felt a bit of anxiety because of the small possibility of failure. Now try to imagine the opposite situation.In reaction to a suggestion to take a course outside your major, you flat out refuse because the probability of failure seems great, while the probability of success seems quite small. In the early 1960s John Atkinson (1964) proposed that such differences in achievement behavior are due to differences in something called the need for achievement. Atkinson described this need as a global, generalized desire to attain goals that require some degree of competence. He saw this need as being partly innate and partly the result of experience.Individuals with a high need for achievement have a stronger expectation of success than they do a fear of failure for most tasks and therefore anticipate a feeling of pride in accomplishment. When given a choice, high-need achievers seek out moderately challenging tasks because t hey offer an optimal balance between challenge and expected success. By contrast, individuals with a low need for achievement avoid such tasks because their fear of failure greatly outweighs their expectation of success, and they therefore anticipate feelings of shame.When faced with a choice, they typically opt either for relatively easy tasks because the probability of success is high or rather difficult tasks because there is no shame in failing to achieve a lofty goal. Atkinson's point about taking fear of failure into account in arranging learning experiences has been made more recently by William Glasser in Control Theory in the Classroom (1986) and The Quality School (1990). Glasser argues that for people to succeed at life in general, they must first experience success in one important aspect of their lives.For most children, that one important part should be school. But the traditional approach to evaluating learning, which emphasizes comparative grading (commonly called â €Å"grading on the curve†), allows only a minority of students to achieve A's and B's and feel successful. The self-worth of the remaining students (who may be quite capable) suffers, which depresses their motivation to achieve on subsequent classroom tasks (Covington, 1985). Top The Humanistic View of Motivation Abraham Maslow earned his Ph. D. in a psychology department that supported the behaviorist position.After he graduated, however, he came into contact with Gestalt psychologists (a group of German psychologists whose work during the 1920s and 1930s laid the foundation for the cognitive theories of the 1960s and 1970s), prepared for a career as a psychoanalyst, and became interested in anthropology. As a result of these various influences, he came to the conclusion that American psychologists who endorsed the behaviorist position had become so preoccupied with overt behavior and objectivity that they were ignoring other important aspects of human existence (hence the t erm humanistic to describe his views).When Maslow observed the behavior of especially well-adjusted persons–or self-actualizers, as he called them–he concluded that healthy individuals are motivated to seek fulfilling experiences. Maslow's Theory of Growth Motivation Maslow describes seventeen propositions, discussed in Chapter 1 of Motivation and Personality (3d ed. , 1987), that he believes would have to be incorporated into any sound theory of growth motivation (or need gratification) to meet them.Referring to need gratification as the most important single principle underlying all development, he adds that â€Å"the single, holistic principle that binds together the multiplicity of human motives is the tendency for a new and higher need to emerge as the lower need fulfills itself by being sufficiently gratified† (1968, p. 55). He elaborates on this basic principle by proposing a five-level hierarchy of needs. Physiological needs are at the bottom of the hier archy, followed in ascending order by safety, belongingness and love, esteem, and self-actualization needs.This order reflects differences in the relative strength of each need. The lower a need is in the hierarchy, the greater is its strength because when a lower-level need is activated (as in the case of extreme hunger or fear for one's physical safety), people will stop trying to satisfy a higher-level need (such as esteem or self-actualization) and focus on satisfying the currently active lower-level need (Maslow, 1987). The first four needs (physiological, safety, belongingness and love, and esteem) are often referred to as deficiency needs because they motivate people to act only when they are unmet to some degree.Self-actualization, by contrast, is often called a growth need because people constantly strive to satisfy it. Basically, self-actualization refers to the need for self-fulfillment — the need to develop all of one's potential talents and capabilities. For exam ple, an individual who felt she had the capability to write novels, teach, practice medicine, and raise children would not feel self-actualized until all of these goals had been accomplished to some minimal degree. Because it is at the top of the hierarchy and addresses the potential of the whole person, self-actualization is discussed more frequently than the other needs.Maslow originally felt that self-actualization needs would automatically be activated as soon as esteem needs were met, but he changed his mind when he encountered individuals whose behavior did not fit this pattern. He concluded that individuals whose self-actualization needs became activated held in high regard such values as truth, goodness, beauty, justice, autonomy, and humor (Feist, 1990). In addition to the five basic needs that compose the hierarchy, Maslow describes cognitive needs (such as the needs to know and to understand) and aesthetic needs (such as the needs for order, symmetry, or harmony).While no t part of the basic hierarchy, these two classes of needs play a critical role in the satisfaction of basic needs. Maslow maintains that such conditions as the freedom to investigate and learn, fairness, honesty, and orderliness in interpersonal relationships are critical because their absence makes satisfaction of the five basic needs impossible. (Imagine, for example, trying to satisfy your belongingness and love needs or your esteem needs in an atmosphere characterized by dishonesty, unfair punishment, and restrictions on freedom of speech. ) Top The Impact of Cooperative Learning on MotivationClassroom tasks can be structured so that students are forced to compete with one another, work individually, or cooperate with one another to obtain the rewards that teachers make available for successfully completing these tasks. Traditionally, competitive arrangements have been assumed to be superior to the other two in increasing motivation and learning. But reviews of the research lite rature by David Johnson and Roger Johnson (Johnson ; Johnson, 1995; Johnson, Johnson, ; Smith, 1995) found cooperative arrangements to be far superior in producing these benefits.In this section we will describe cooperative-, competitive, and individual learning arrangements (sometimes called goal structures or reward structures), identify the elements that make up the major approaches to cooperative learning, and examine the effect of cooperative learning on motivation, achievement, and interpersonal relationships. Types of Classroom Reward Structures Competitive goal structures are typically norm referenced. (If you can't recall our discussion of the normal curve in Chapter 5, now might be a good time for a quick review. This traditional practice of grading on the curve predetermines the percentage of A, B, C, D, and F grades regardless of the actual distribution of test scores. Because only a small percentage of students in any group can achieve the highest rewards and because th is accomplishment must come at some other students' expense, competitive goal structures are characterized by negative interdependence. Students try to outdo one another, view classmates' failures as an advantage, and come to believe that the winners deserve their rewards because they are inherently better (Johnson, Johnson, & Holubec, 1994; Johnson et al. 1995). Some researchers have argued that competitive reward structures lead students to focus on ability as the primary basis for motivation. This orientation is reflected in the question â€Å"Am I smart enough to accomplish this task? † When ability is the basis for motivation, competing successfully in the classroom may be seen as relevant to self-esteem (since nobody loves a loser), difficult to accomplish (since only a few can succeed), and uncertain (success depends on how everyone else does).These perceptions may cause some students to avoid challenging subjects or tasks, to give up in the face of difficulty, to rewa rd themselves only if they win a competition, and to believe that their own successes are due to ability, whereas the successes of others are due to luck (Ames & Ames, 1984; Dweck, 1986). Individualistic goal structures are characterized by students working alone and earning rewards solely on the quality of their own efforts. The success or failure of other students is irrelevant.All that matters is whether the student meets the standards for a particular task (Johnson et al. , 1994; Johnson et al. , 1995). Thirty students working by themselves at computer terminals are functioning in an individual reward structure. According to Carole Ames and Russell Ames (1984), individual structures lead students to focus on task effort as the primary basis for motivation (as in â€Å"I can do this if I try†). Whether a student perceives a task as difficult depends on how successful she has been with that type of task in the past.Cooperative goal structures are characterized by students w orking together to accomplish shared goals. What is beneficial for the other students in the group is beneficial for the individual and vice versa. Because students in cooperative groups can obtain a desired reward (such as a high grade or a feeling of satisfaction for a job well done) only if the other students in the group also obtain the same reward, cooperative goal structures are characterized by positive interdependence. Also, all groups may receive the same rewards, provided they meet the teacher's criteria for mastery.For example, a teacher might present a lesson on map reading, then give each group its own map and a question-answering exercise. Students then work with each other to ensure that all know how to interpret maps. Each student then takes a quiz on map reading. All teams whose average quiz scores meet a preset standard receive special recognition (Johnson et al. , 1994; Johnson et al. , 1995; Slavin, 1995). Cooperative structures lead students to focus on effort a nd cooperation as the primary basis of motivation.This orientation is reflected in the statement â€Å"We can do this if we try hard and work together. † In a cooperative atmosphere, students are motivated out of a sense of obligation: one ought to try, contribute, and help satisfy group norms (Ames ; Ames, 1984). William Glasser, whose ideas we mentioned earlier, is a fan of cooperative learning. He points out that student motivation and performance tend to be highest for such activities as band, drama club, athletics, the school newspaper, and the yearbook, all of which require a team effort (Gough, 1987).We would also like to point out that cooperative-learning and reward structures are consistent with the constructivist approach discussed in Chapters 1, 2, and 10 since they encourage inquiry, perspective sharing, and conflict resolution. Top Suggestions for Teaching in Your Classroom: Motivating Students to Learn 1. Use behavioral techniques to help students exert themsel ves and work toward remote goals. 2. Make sure that students know what they are to do, how to proceed, and how to determine when they have achieved goals. 3. Do everything possible to satisfy deficiency needs — physiological, safety, belongingness, and esteem. . Accommodate the instructional program to the physiological needs of your students. b. Make your room physically and psychologically safe. c. Show your students that you take an interest in them and that they belong in your classroom. d. Arrange learning experiences so that all students can gain at least a degree of esteem. 4. Enhance the attractions and minimize the dangers of growth choices. 5. Direct learning experiences toward feelings of success in an effort to encourage an orientation toward achievement, a positive self-concept, and a strong sense of self-efficacy. . Make use of objectives that are challenging but attainable and, when appropriate, that involve student input. b. Provide knowledge of results by emp hasizing the positive. 6. Try to encourage the development of need achievement, self-confidence, and self-direction in students who need these qualities. a. Use achievement-motivation training techniques. b. Use cooperative-learning methods. 7. Try to make learning interesting by emphasizing activity, investigation, adventure, social interaction, and usefulness. Top Resources for Further InvestigationSurveys of Motivational Theories In a basic survey text, Motivation to Learn: From Theory to Practice (2d ed. , 1993), Deborah Stipek discusses reinforcement theory, social cognitive theory, intrinsic motivation, need for achievement theory, attribution theory, and perceptions of ability. In Appendix 2-A, she presents a rating form and scoring procedure with which teachers can identify students who may have motivation problems. Appendix 3-A is a self-rating form that teachers can use to keep track of how often they provide rewards and punishments.A useful summary of motivation theories and techniques can be found in the Worcester Polytechnic University's WWW site for teacher development, at http://www. wpi. edu/~isg_501/motivation. html. Top Motivational Techniques for the Classroom Motivation and Teaching: A Practical Guide (1978), by Raymond Wlodkowski, and Eager to Learn (1990), by Raymond Wlodkowski and Judith Jaynes, are a good source of classroom application ideas. Motivating Students to Learn: Overcoming Barriers to High Achievement (1993), edited by Tommy Tomlinson, devotes four chapters to elementary school and four chapters to high school motivation issues.Two sources of information on motivation techniques and suggestions for teaching are found at Columbia University's Institute for Learning Technologies, which contains documents, papers, and unusual projects and activities that could be used to increase student motivation; and at Northwestern University's Institute for Learning Sciences Engines for Education on-line program, which allows educators to p ursue a number of questions about students, learning environments, and successful teaching through a hyperlinked database.The Institute for Learning Technologies is found at http://www. ilt. columbia. edu/ilt/. The Institute for Learning Sciences is found at http://www. ils. nwu. edu/. This was excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997. For more information on â€Å"Motivation† in Gage/Berliner, EDUCATIONAL PSYCHOLOGY, 6/e, Houghton Mifflin Co. 1998, see Chapter 8, â€Å"Motivation and Learning† For more information on â€Å"Motivation† in the Grabes' INTEGRATING TECHNOLOGY FOR MEANINGFUL LEARNING, 2/e, Houghton Mifflin Co. , 1998 see page 97 for â€Å"the role of motivation in drill and practice,† pages 51-55 for â€Å"the role of motivation in meaningful learning†, page 163 for â€Å"the role of motivativation in writing,† and pages 398-99 for â€Å"learning styles and social and motivational preferences. † Teaching Implications of Learning Theories The best college teachers] have generally cobbled together from their own experiences working with students conceptions of human learning that are remarkably similar to some ideas that have emerged in the research and theoretical literature on cognition, motivation, and human development (from Ken Bain’s book, What the Best College Teachers Do). Theories of learning, whether explicit or tacit, informed by study or intuition, well-considered or not, play a role in the choices instructors make concerning their teaching.The major trend   in understanding how students learn has been a movement away from the behaviorist model to a cognitive view of learning (see Svinicki (below) for an overview of learning theories). Implications for teaching practice of some key ideas from   learning theories 1. Learning is a process of active construction. Learning is the interaction between what students know, the new information they encounter, and the activities they engage in as they learn. Students construct their own understanding through experience, interactions with content and others, and reflection. Teaching ImplicationProvide opportunities for students to connect with your content in a variety of meaningful ways by using cooperative learning, interactive lectures, engaging assignments, hands-on lab/field experiences, and other active learning strategies. 2. Students’ prior knowledge is an important determinant of what they will learn. Students do not come to your class as a blank slate. They use what they already know about a topic to interpret new information. When students cannot relate new material to what they already know, they tend to memorize—learning for the test—rather than developing any real understanding of the content.Teaching Implication Learn about your students’ experiences, preconceptions, or misconceptions by using pre-tests, backgr ound knowledge probes, and written or oral activities designed to reveal students’ thinking about the topic. 3. Organizing information into a conceptual framework helps students remember and use knowledge. Students must learn factual information, understand these facts and ideas in the context of a conceptual framework, and organize knowledge in ways that facilitate retrieval and application in order to develop competence in a new topic. Teaching ImplicationSupport students by using concept maps, flowcharts, outlines, comparison tables, etc. , to make the structure of the knowledge clear. 4. Learning is a social phenomenon. Students learn with greater understanding when they share ideas through conversation, debate, and negotiation. Explaining a concept to one’s peers puts knowledge to a public test where it can be examined, reshaped, and clarified. Teaching Implication Use Cooperative learning strategies, long-term group projects, class discussions, and group activiti es to support the social side of learning. . Learning is context-specific. It is often difficult for students to use what they learn in class in new contexts (i. e. , other classes, the workplace, or their personal lives). Teaching Implication Use problem-based learning, simulations or cases, and service learning to create learning environments similar to the real world. 6. Students’ metacognitive skills (thinking about thinking) are important to their learning. Many students utilize few learning strategies and have a limited awareness of their thinking processes.Teaching Implication Help students become more metacognitively aware by modeling your thinking as you solve a problem, develop an argument, or analyze written work in front of the class. Teach metacognitive strategies, such as setting goals, making predictions, and checking for consistency. Focus attention on metacognition by having students write in a learning journal or develop explanations of their problem-solving processes. Resources on Learning Theories Bransford, J. D. , Brown, A. L. , ; Cocking, R. R. (Eds. ) (1999).How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy Press. Donovan, M. S. , Bransford, J. D. , ; Pelegrino, J. W. (Eds. ) (1999). How People Learn: Bridging Research and Practice. Washington DC: National Academy Press. Learning Theories Knowledgebase. (2008, May). Index of Learning Theories and Models at Learning-Theories. com. Svinicki, M. D. (1999). New directions in learning and motivations. New Directions for Teaching and Learning, 80 (Winter), 5-27. http://cte. illinois. edu/resources/topics/theories. html

Sunday, September 29, 2019

What is Post-Modernism, functionalism and Marxism?

What is Post-Modernism, functionalism & Marxism? What is ‘The Matrix'? And what have these three got to do with ‘The Matrix'? These questions are very difficult to answer some would say and others wouldn't have much of a problem. Firstly, Post-Modernism, some claim, is replacing modernity. It's being done by the loss of faith in science and rationality. These types of thoughts developed mainly from the 1980's onwards and increased sceptism about theories of a better future. However these thoughts are in a relativist position, which denies that there are absolutes in any area of human knowledge. People believe that social positions of the informer are informed. Secondly, Functionalism means â€Å"structures, which fulfil the objective to maintain a system†. This basically means functionalists try and maintain order and peace in society. Lastly there's Marxism. This is totally the opposite to a functionalist perspective. Marxism tries to create conflict between people and it always picks up on the negative views within society or organisations. You're probably thinking what has all this got to do with ‘The Matrix'? Well, ‘The Matrix' as we all know was one of the biggest hit films in America and the UK. It is all about the future and what the world is really like. How it's seen through selected individual's eyes. Keanu Reeves stars as ‘Neo' in the movie, and ‘Neo' means the one in a foreign language. The Matrix is known as a system, a computer. The Matrix basically being the Planet Earth. At the start of the movie ‘Neo' is an ‘everyday' individual, working with computers for his living until he begins to receive eerie messages on his PC and peculiar phone calls. This shows a functionalist and working class perspective as he's an ordinary guy and lives a normal life earning money for his living. After this Neo is given an instruction which said to ‘Follow the sign'. The sign being a white rabbit on a females shoulder. Here we can see that this is completely un-natural, who hacks into computers and telephone lines to show a dull message? At first he was totally against going further with the matter but then he didn't no what to do. This shows a Post-Modernism type of view as he's undecided in what he wants to do. However ‘Neo' was very curious and he decided to follow the sign. This again shows a form of Post-Modernism as he wants to know what's behind all these ‘Signs'. Having followed the white rabbit he's led to a club where he meets a lady called Trinity who begins to show Neo things he's never seen before. After all this Neo wakes up in his bedroom, as if nothing has happened but he still remembers everything. So this is a type of modern view, bringing Neo back to the ‘Truth' and ‘Reality' part of the universe. The following day he meets again with this lady named Trinity and she shows him ‘The One', Morpheus. Morpheus is the leader of the group at present. Neo is taken into a room where he is given two options, one where he has the option to take a red pill or the other where he takes a blue pill. The red pill keeps Neo in the ‘fantasy' land and the blue which takes him back to his normal life where he forgets everything. Neo decides to take a really big chance and stay in the land of fantasy and takes the red pill. This shows a major type of Post-modernism, wanting to know more, wanting to know about other realms, and basically being really curious. It also shows a modern view as it didn't take much time for him to decide what he wanted to do. Having taken this pill Neo is ‘Re-Born' in a totally different way and is picked up by this strange looking creature and is thrown down this shoot to the other crew members. A number of people would definitely say this is creating a Jesus like sense; being ‘Re-Born' and again this could cause conflict between some groups. So Neo decided to leave his ‘modern' style life and live in another ‘Realm'. A few tests are run on Neo and he is given the all clear through Morpheus. Neo meets all his other crew members, some of their names being Tank, A-Poc and Switch. After this Neo is taken to a computer program where he battles with his leader Morpheus, Neo begins to realise he can do things he had never done before, such as fighting Kung-Fu style. Some may argue that this is a type of conflict or Marxism as he is being taught how to fight. Neo is also taken into a computer program where he is told to jump between two buildings which a really high and really far apart. Morpheus shows him how to do it, Neo tries to believe he can do and jumps. However he was unsuccessful, so this is trying to make Neo believe something he cannot do at the moment. So he fails the jump but is still alive as it was only a computer program. Neo begins to believe even more. Neo is taken back to the crew where he sleeps. Later on Neo is taken on a mission with his crew into ‘The Matrix' where they are attacked by ‘Agents', these are people who are against Morpheus and would take any measure to kill any one of them. In a way this shows reality because there are some people out there who are willing to kill an individual at any expense. The group could be a Marxist group because all they want to do is create conflict between each other. Again some can argue that Neo's group are doing the same. Neo and the rest manage to escape excluding Morpheus, who is beaten and taken away with the Agents. Again this is a Marxist perspective as the agents are trying to create conflict. The only way of exiting ‘The Matrix' is by receiving a phone call on selected telephones. These phones take them back to the ‘Real World'. This is a post modernist point of view as this wouldn't normally happen in the world as we know it. Tank manages to get back safely and decides to cause a big problem. He agreed with the ‘Agents' that he would do anything to get out of the ‘Real world' and return to ‘The Matrix'. This is definitely a Marxist view, as he is trying to create conflict whereas the other crew members are trying to create some form of order in the ‘Real World' while they battle it out with tank. Unfortunately for tank he is defeated and the rest manage to get back safely. They all begin to panic about Morpheus because they know that if anyone dies in ‘The Matrix' dies in the ‘Real World'. Neo decides its time for him to shine and takes the matter into his own hands. This again can be seen as a functionalist perspective as he wants to create order but in order to do this he is going to create conflict. He returns to ‘The Matrix' along with Trinity and seeks out Morpheus. The two groups battle it out and finally they reach a result. Neo defeats the ‘Agents' and realises he had powers which he never knew he had. However, Morpheus dies and Neo takes over the role of being ‘The One'. Overall we can see that there are functionalist, Marxist and Post-Modern perspectives throughout the whole of the film. Some for good, some for bad, but which are which is for you to decide. At times it's about your own personal views or opinions.

Saturday, September 28, 2019

Compare and Contrast Psychodynamic Theory and Person Centerd

Title – Critically compare and contrast two counselling theories Module code- Cg2030 Module tutor – Phill Goss Word count-2500 Counselling takes place when a counsellor sees a client in a private and confidential setting to explore a difficulty a client is having, distress they may be experiencing or perhaps their dissatisfaction with life, or loss of a sense of direction and purpose. It is always at the request of the client as no one can properly be ‘sent' for counselling. (Counselling central) By listening the counsellor can begin to perceive the difficulties from the client's point of view and can help them to see things more clearly, possibly from a different perspective. Counselling is a way of enabling choice or change or of reducing confusion. It does not involve giving advice or directing a client to take a particular course of action. Counsellors do not judge or exploit their clients in any way. ’(Counselling central). The two main therpaies withi n counselling that I will focus on comparing on contrasting are person centerd counselling.PCT is a form of talk-psychotherapy  developed by  psychologist  Carl Rogers  in the 1940s and 1950s. The goal of PCT is to provide clients with an opportunity to develop a sense of self wherein they can realize how their attitudes, feelings and behavior are being negatively affected and make an effort to find their true positive potential  In this technique, therapists create a comfortable, non-judgmental  environment  by demonstrating  congruence  (genuineness),  empathy, and unconditional positive regard toward their clients while using a non-directive approach.This aids clients in finding their own solutions to their problems. Secondly Psychoanalysis  is a  psychological  and  psychotherapeutic  theory conceived in the late 19th and early 20th centuries by Austrian neurologist Sigmund Freud. Psychoanalysis has expanded, been criticized and developed in differe nt directions, mostly by some of Freud's colleagues and students, such as  Alfred Adler,  Carl Gustav Jung  and  Wilhelm Reich, and later by neo-Freudians such as  Erich Fromm,  Karen Horney,  Harry Stack Sullivan  and  Jacques Lacan.The basic tenets of psychoanalytic therapy include the following beside the inherited constitution of personality, a person's development is determined by events in early childhood, human behaviour, experience, and cognition are largely determined by irrational drives, those drives are said to be largely  unconscious. This main aim of this assignment will be taking both person centred and psychoanalytic therapy and critically comparing them I will do this by giving an overview of the two therapies how they were developed, the principles they lie upon, what their relationships are based on.We will then look at how they are similar and also how they differ by looking at the skills used and how they work as therapies to come to both do the same thing which is to help a client overcome an issue in their life. Person centred therapy is based on the idea that humans have a drive to grow towards their potential and will act with the best interest to themselves, if they are provided the right atmosphere (Mcleod,2008). The direction of therapy is guided by the client with the support of the therapist. The client is always the expert on themselves if they are provided with the right atmosphere for self-actualisation to occur.The central component being the client knows best the client knows where it hurts the most. The counsellors main motive is to relate to the client in such a way that he or she can find there sense of self direction. Carl Rodgers was the founder of person centred therapy. The development stemmed from Rodgers experiences of being a client and working as a counsellor (casemore) Rodgers didn’t like the view of behaviourist that humans were organisms that react to stimuli and developed habits from learned experiences.Therefor in his work as a counsellor became increasingly uncomfortable with being â€Å"the expert† so began to develop a different view of what clients needed to experience in counselling, empathy congruence and unconditional positive regard. Rodgers proposed that human beings were always in the process of becoming rather than being in a fixed state. As humans we have the captivity to develop in a basically positive direction given the right conditions.That’s not to say that he thought people are not sometimes cruel or hurtful but every person has the tendencies towords strong positive direction. Rodgers proposed that when the conditions were growth promoting an individual could develop into a fully functioning person. Rodgers described his approach as a basic philosophy rather than a simple technique which empowers the individual and leads to personal and social transformation, grounded in empathic understanding being non-judgemental and congruent .For this reason the person centred approach is often seen as touchy feel relation and seen as soft skilled that lacks structure, sometimes said as a way of preparing the road for real therapy. However it does have a clear theory of self, the creation of distrees and the tehraputic process. It’s aims are transformational and asks the counsellor to be a human and transparent â€Å"be real†(langridge). Freud is regarded as the founder of modern psychology, developing psychoanalysis. The therapy is based on the idea that a great deal of the individual behavior are not within conscious control.Therefor the main emphasis is to help the client get to the deep root of the problem often thought, to stem from childhood. Based on the principle that childhood experiences effect our behavior as adults and effect out thinking processe, Freud belived that these thoughts and feelings can become repressed and may manifest themselves as depression or other negative symptoms. The client is able to reveal unconscious thought by talking freely aboput thought that enter their mind the analysis will attempt to interpratate and make sence of the clients experiances.Deeply burtied experiances are expressed and the opportunity to share tehase thoughts and feelings can help the client work through thease problems. Clients are asked to try and transfer thougts and feelings they have towords people in their life on the analyst this process is called transfernace the success depends on how the analysats and client work together. Psychoanalysis can be life changing if successful howver around 7 years of therpay is needed to discover the full unconcious mind . regular sessions provide a setting to explore there thoughts and make sence of them.Psychoanalytic therapy is based on freuds work of pychoanalysis but less intensive it is found to be bennaficial for clients who want to understand more about tehmselves and useful to people who feel tehir problems have affcted them for a long period of time and need reliving of emotional disstress. Through deep exploration client and therapist try to understand the inner life of the client. Uncovering the uncocncious needs and thoughts may help the client understand how their past experiances affect their life today.It can also help them to work out how they can live a more fulfilling life. Person centred counselling and psychoanalytic therapy are both off springs of two great minded people Sigmund Freud and carl Rodgers the originators of these two approaches. Freud based his framework on his medical background , Rodgers was influenced by excistential phillosphy were the person is there central role in their growth and change. Some similarities can be drawn from a comparison betwewen the two models they both want to widen the concioussness but this is done in different means.Psychonalsis aims to make the unconscious conscious and by doing this helps the person gain controle over their thought and feelings. And the person cneterd approach helps the client to overcome a state of incongruence whilst psychoanalytic objective is two seek the repressed childhood experiances. The person centerd works through the concioussness by focusing on the here and now. Kahn (1985) compares the term incongruence with psychoanalytic defence mechanism repression. To him both are the same thing but different versions.Both prevent the person from being aware of his their own feelings the onluy diffrnece being that Rodgers belives by imputing the core conditions of Two persons are in Psychological contact, The first, whom we shall term the client, is in a state of incongruence, being vulnerable or anxious,The second person, whom we shall term the therapist is congruence or integrated in the relationship,The therapist experiences unconditional positive regard for the client. The therapist experiences an empathic understanding of the clients internal frame of reference and endeavours to communicate this experience to the client.The communication to the client of the therapist’s empathic understanding and unconditional positive regard is to a minimal degree achieved. Then if thease are imputed incongruence will be shifted and psychoanalytic belive through interpretation of childhoon events repression can be acchived. Both psychoanalytic and person centred involve empathy that is applied to client and therapist, enabling the client to gain new understanding and move away from distress and towards harmony with self and others. Therefor potentially both try to increase insight and strength towards the self.Other areas that overlap are also evident simple areas such as setting bounderies, along with assessment for therapy. From the first minuite of contact both persons become aware of their own and others aims, values and lifestyle by empathic attending. Both types of therapist are warm and open minded and accepting. In both therapies the therapist is bidden to provide a non judgemental respe ctful attitude towords the client. Both also share a commitment to the use of silence beliving it is an effective tool for therapy commiting to listening without impediment.The similarities are strongly guided by personal growth and development both have the interest of promoting self-reflection of the client. Their interest is to promote self-reflection of the clirnt. The relationship is very important in both and the main reason for this is to gain a beter insight and clearer understanding of the client. The aim is to build a relationship built on trust honesty and reliance on one another. The relationship is crucial in both therpays as without a tight relationship there is no ground work in place for the client to feel safe to explore.Both models encourage the client to relase emotions and it is through tehase that empathy can be experienced. On the other hand psychoanalytic theory stresses the importance of unconscious procedures and sexuality as the key terms for a deep underst anding of the human pychopathology. Freud thought that dreams were the best way to explore the unconscious since they are disquised as the id whishes repressed by the ego in order to escape from awareness. The goal of counselling to Rodgers is the congruence of personality acchived when the self gains access to a variety of experiances. he need for self actualization can only be atteneded to once counsellor creates an atmosphere of unconditional positive regard and empathic understanding. There are considerable diffrences between the two approaches ialthough stated that they both create a strong knitted relationship between client ancd counsellor . person centers counselling the counsellor takes on a non directice role more like a companion rather than a leader and the client takes lead of the session were as psychodynamic counsellors take more of an authority figure in the relationship.Person centred firmly believes that the 6 core condition are necessary for change. Hoewever psych odynamic use of transference is to make interpretation to the client for effective change. Person centred would see using transference would not create a genuine relationship between counsellor and client. One of the central themes in person centred is the emphasis on the present behaviours of the client. Psychodynamic focuses on the past and how it determines the present behaviours.Pychodyanmic counsellors choose to remain neutral during a session as this encourages transference a major tool in psychodynamic therapy. McLeod (2004) points out that in person centered counselling, questions are only asked to clients when necessary and may also answer questions if asked by clients, as this was supports to create the quality of the relationship. This again differs to the way Psychodynamic counsellors' work; as asking questions are pivotal during therapy as this elps to explore and build up relevant material, furthermore, it would be unlikely for a psychodynamic counsellor to answer any personal questions by the client and instead try to figure out why the question is important. Although both see the relationship as crucial each therapy maintains a diferent way to responding to the client attitudes and values. for instance defences and transferance excist in both forms but handled in different ways. For person centerdit is a requirement that the core conditions are stimuiltaneous for the therapist thease core conditions repersent an openess to self experience and to the experience of another.Rodgers belived counsellors should be egalitarian in their meetings with clinets and a major diffrence concerns pychodynamic interpretations. Appearing as all knowing and going beyond what is un-concious based mostly on theory rather than a clients spacific experiances. Thorne (1996) states that â€Å"pychodynamic therpay may go to early in interpratation to make sence to clients† Pychodynamic interpratation specifically concerns the naming of the unconcious for causeing problems that the clinet may be having.Only in the hermanutic meaning does the word interpratation make sence of things Hermeneutics applies to all persons who make sense of all situations, whereas psychodynamic interpretation in the narrow sense is the most specific ingredient of psychodynamic therapy’s efforts to make positive changes for clients. All in all psychodynamic approaches are based on freuds work based on the unconscious of the ID ego and superego which emphasis on sexual aggression.Person centerd is based on the belief that humans have unique qualities for freedom and growth beliving that we are beyond being controlled by ID ego and superego not controlled by sexual urges. The similarities between both approaches promote and guide the idea of progress and development. There main interest to promote self reflection and awarenss for the client in order to do this they effectively use communication. Both approaches are the result of hypothesis the main diffrences lie at the foundations and what is belived to work best however sometimes they meet for what may be the best too to use at the time of hearapy. prehaps what makes any thrapy work is the belief that they can work if the client wants it to work there emotional needs and expectataions I belive that theory used does play a a very important role but it is the client who has the ability to change which ever root of therapy they take they can change no matter how they recive therapy weather it be in a humanistic approach or psychodynamic because if they expect it to work it will so maybe I am more for the person cneterd view as I belive that self actualisation and awarenss is very important to be able to facilitate growth.

Friday, September 27, 2019

The Effect of Divorce on Children Essay Example | Topics and Well Written Essays - 1500 words

The Effect of Divorce on Children - Essay Example However, it is only a minority of them who have long-term problems (Burke, Mclntosh and Gridley; Divorce- Effects On Children). Thus the impact can be viewed from an optimistic as well as from a pessimistic viewpoint. Optimists view divorce as an end to marital stress and problems and that both parents and children would benefit from the process as the single parent can remarry to a more suitable partner and provide a secure family to the child. Pessimists view the process as highly challenging for the single parent as it could be difficult to make the child completely understand the situation and accept another family (Evans et al). Research evidences support the pessimistic view point that states that divorce does have a negative impact on the child. The age of the children who are involved also plays a vital role when considering the actual effects of divorce. In Australia during the period 1991-2001, there has been a steady rise in the number of children going through parental di vorce. While it was 46, 700 in 1991, the number of children in 2001 was approximately 53,400 (Measures of Australia’s progress). ... Children who live in single-mother household, which is becoming more common after divorce off-late (Divorce- Effects On Children), experience difficulties in getting suitable education and work compared to children from two-parent families (Evans et al; Funder and Kinsella; Children and Divorce). This is mainly attributed to reduction of resources as a result of which children are unable to attain their full potential. Those who do not achieve good education tend to have lower self-esteem which in turn forces them to leave home which often results in quicker marriage and thus an overall lower fulfilling achievement in life (Funder and Kinsella). Thus success or failure in education tends to affects the overall quality of life of the child. Hence this is considered to be an important effect due to divorce (Evans et al). The various effects that divorce has on children are summarized below. Economic effects As it is common in many countries for children to live with their mothers after their parents divorce, there is a definite lack of resource when compared to the pre-separation situation despite assistance from fathers and other sources, according to certain reports. Lack of sufficient resources would prevent the child from developing into a more competent individual as they might not get the required educational and social exposures (Funder and Kinsella). According to a report by Evans et al, children coming form divorced families get half a year less education compared to those coming from intact families. Such an effect is mainly attributed to loss of parental guidance and emotional and economic support (Evans et al). Increase of family income through a step-father helps to stabilize the economic status; however it

Thursday, September 26, 2019

Precise Software Essay Example | Topics and Well Written Essays - 500 words

Precise Software - Essay Example If they do not launch the product, they might be losing an opportunity of a first mover advantage in the market. The company might lose the novelty of the new product, because other companies are always in the developing spree and might come up with something similar in short period of time. Having analyzed the risks associated, there are three main issues which Precise is facing and if addressed can help to arrive at a decision. (a) When to launch? Within the answer of which lies the explanation for key issues of new product planning and development (b) How to Market it? The answer to that question should suggest correct segmentation analysis and valued marketing strategies to attack the targeted segment (c) What is the best price? An in-depth study of ideal pricing strategy and one which matches with its sales and marketing strategy should be undertaken by Precise. Analysis: Precise is still under the planning and development stage and the product is a novice in the market. Precise is carrying reputation risk and risk of losing its customers. When weighted with the benefits of an early launch, I feel Precise should not launch it in OpenWorld 2000. There are two scenarios which crops up if it’s launched.

Thematic Analysis Essay Example | Topics and Well Written Essays - 2000 words

Thematic Analysis - Essay Example It is the objective of this paper to present a thematic analysis concerning the working experiences of two (2) distinct hairstylists in the UK. Each hairstylist represents one kind of salon classified according to size: from a small independent salon versus that from a large chain salon. According to Fereday, a thematic analysis is a â€Å"search for themes that emerge as being important to the description of the phenomenon† – in this case, any underlying difference or similarities in the hairstyling business. This is determined from interviews conducted as part of an ESRC project about learning in the workplace during the years 2004 – 2007. As part of the thematic analysis process, coding is required. Fereday, in their article, defined coding as â€Å"a process in thematic analysis which involves recognizing (seeing) an important moment and encoding it (seeing it as something) prior to a process of interpretation†. Accordingly, he mentioned that the primary objective of coding (or tagging) is for â€Å"data retrieval. It is used to classify text according to theme, so that later on, when doing analysis, it is easy to retrieve all passages that relate to a given topic. Finally, to enable one to reach conclusive arguments from the codes and themes presented, analytical memos are necessary. According to Usability Glossary, analytical memos are â€Å"brief notes used during the coding and construction of data that summarizes a possible interpretation or analysis of the data. Accordingly, memos assist in remembering particular analysis and enable one to focus future data collection and coding to explore ideas in the memos.† It is imperative to note that the primary objective of going through with the interview or data collection was to represent the subjective viewpoints of hairstylists who shared their work experiences in their

Wednesday, September 25, 2019

CHOOSE ONE QUESTIONS FROM FOLLOWING QUESTIONS ON THE INSTRUCTION LIST Essay

CHOOSE ONE QUESTIONS FROM FOLLOWING QUESTIONS ON THE INSTRUCTION LIST - Essay Example Globalization basically involves exchange of ideas, labour forces, knowledge, products and services internationally. Globalization exploded in the 1980s with the advances in internet and telecommunication infrastructure which made it easier for people to travel, communicate and do international business. [2] Capitalism refers to an economic structure that allows people to put their private property into use however way they want with little interference from the government. It can also be referred to as a free-market system.[5] Under this free-market structure, people are at liberty to work and undertake jobs of their own choice, buy and sell products from or to whoever they wish or consume a service from a service provider of their own choice. The domination of finance capital over the export of commodities constituted the world’s major features of new age. ... This was fuelled by the fall of the Berlin Wall followed by the dissolution of the Soviet Union that led to freeing of over 400 million people from closed economies. These fall of communism led to a free market and economy hence globalization. This led to countries to stop depending on imports hence formulation of trade and economic policies that aimed at advising that a country can increase its wealth by encouraging local production and few imports. However this failed and most countries resorted to globalization in order to promote capitalism hence welcoming foreign investments and opening their markets. [7] Its capitalism that gave birth to the current modern states and economies. The economics of capitalism was defined by the political structure and its social relations. Therefore globalization in modern day operates in a manner that it is undermining the national state in which it originated from. This therefore brings out the difference between third wave globalization and seco nd wave imperialism. The impact of the speeds and carrying capacity of digital telecommunication networks has led to capital to spread globally. This has changed the whole way in which production of goods is carried out and also how wealth is created. It has also created a new international legal structure, redefined sovereignty and how states control economies and also helped in the restructuring of the labor force and brought the ideologies for international free markets. [6] Globalization and revolution of information has not only affected the movement of capital but also it has affected the ways in which production is carried out and these produced goods are sold. Therefore transnational corporations have responded to the accumulation crisis by setting world market strategies. With the

Tuesday, September 24, 2019

Talent management in a recession Literature review

Talent management in a recession - Literature review Example There are various guideposts for talent management in face of economic turmoil, which are central to this study. They were compiled as â€Å"Has the great recession changed the talent game? Six guideposts to managing talent out of a turbulent economy† following the release of the report earlier in 2010. The objective of this study is to articulate the challenges of talent management during recession and the ways in which they may be solved. Literature Review In face of an economic recession, financial crisis or credit crunch, various corporations may choose to focus on retrenching a section of employees, restructuring the corporate leadership through change management, or devising various cost-cutting strategies (Arthur 2011, p 89). Through such strategic operations, the corporate strategists and leaders often downplay the value of talent management in the organizational mainstream by failing to realize that talent management is a sin qua non for fostering productivity in prep aration for economic recovery. Economic experts reckon that the current economic recession fundamentally change ways in which executives develop, engage and manage corporate employees. The vital query revolves around how talent management strategies will distinguish the winners from the losers during the transition from the prevalent recession into the new economic order. This study focuses on whether the improving economy is capable of creating a â€Å"resume tsunami† as employees seek new ventures. It also seeks to address the question as to whether the time has come for companies to stop playing defense and go on offense on the issue of talent management (Axelrod 2002, p 88). According to the projected findings retrieved from the report of the yearlong Managing Talent in a Turbulent Economy survey, there are various fundamental considerations for executives as the corporate world moves past the current economic turmoil to face the emerging challenges of the new economy. Th e survey indicates that these milestone considerations can enable companies to adjust and position themselves strategically for the projected economic upturn as they implement various strategies to develop new talent while retaining the talent necessary to steer their companies back to the path of progress (Schein 1977, p 93). In some cases, companies may use economic resources as an excuse to retrench the less productive segment of the firm. According to economic experts, there is a psychological impact of this kind of arrangement on the remaining staff following the layoffs. For instance, the remaining employees may feel overloaded since they would have to undertake prior jobs exercised by their dismissed colleagues. Likewise, they would have to undertake their jobs amid growing tension and suspense of looming layoffs. One of the purposes of this paper is to ascertain how an organization can retain these talents and motivate them (Birdi et al 2008, p 498). As the current economic recession traverses with the projected economic recovery, Deloitte released a report indicating talent trends in the changing economy. Published in the New York Times April 19, 2010, this report dubbed The Great Recession Transforms Talent Management, Leadership and Development: Deloitte Survey Series was based on yearlong in-depth research. Following a series of independent surveys, the company identifies several guideposts to reflect on while confronting talent management challenges of

Monday, September 23, 2019

English 2 - IP 5 Research Paper Example | Topics and Well Written Essays - 500 words

English 2 - IP 5 - Research Paper Example Teenagers who are 18 years old are still studying and are therefore highly involved in academic work. At this age, they should be studying rather than engaging in vices. Legalizing alcohol at this stage will distract the teenager from his or her academic life. That instead of focusing on their studies, teenagers will turn into vices and will instead end up losing direction in their academic work because of alcohol (Vick, 2010). Prohibiting alcohol at this age ensures that teenagers will remain focus on their studies and graduate school. It is not advisable for teenagers to drink alcohol at an early age because alcoholism is an expensive habit which may be unaffordable to many teenagers. If teenagers will be allowed to drink at age 18 and get hooked with the habit, they may look for other ways to finance their habit. Thus, legalizing alcoholism at the age of 18 will lead young adults looking to illicit activities as they look for money to sustain their vice (Vick, 2010). This is a dangerous path for teenagers who are still in school because this could lead to bigger crimes just to fund their vice and therefore alcohol should be banned among 18 year olds. Alcohol does not only ruin teenagers study and future through crime but also has a negative effect on this health. Alcohol exposes the drinker to diseases such as cirrhosis (OMalley, & Wagenaar, 1991) and other diseases such liver cancer. These diseases reduce the life expectancy period of a person if the allowable drinking will be reduced to 18 years. Allowing teenagers to start drinking early also runs the danger of making them alcoholics who are addicted to the substance of alcohol that ruins every aspect of their lives ranging from their studies, their personal life, their health and ultimately, their future. Sources 1: OMalley, P. M., & Wagenaar, A. C. (1991). Effects of minimum drinking age laws on alcohol use, related behaviors and traffic crash involvement

Sunday, September 22, 2019

Starbucks Marketing Strategy Essay Example for Free

Starbucks Marketing Strategy Essay If there is one company that should have failed in China, it would be Starbucks. China has thousands of years of history drinking tea and a strong culture associated with it. No one could have guessed that Chinese would ever drink coffee instead of tea. Yet, Starbucks has successfully opened more than 570 stores in 48 cities since it first entered China twelve years ago. Building on this momentum, it plans to open 1,500 stores by 2015. What did the Seattle-based coffee company do right in China? Here are five lessons from Starbucks’s success. A)Think Different When Starbucks entered China in 1999, many were sceptical that Starbucks had a chance. Given the fact that Chinese people have traditionally favoured tea, it seemed impossible that Starbucks would be able to break into this market. However, Starbucks did not let this scepticism stop it. A careful market study revealed that as the Chinese middle class emerged, there existed an opportunity for Starbucks to introduce a Western coffee experience, where people could meet with their friends while drinking their favourite beverages. Starbucks literally created that demand. Now you can find a Starbucks almost on every major street of the coastal cities in China. Even my 90-year old father in China began to tell me how he drank coffee after meals, rather than tea, to help his digestion. Starbucks has revolutionized how Chinese view and drink coffee. B)Position Smart Once Starbucks decided to enter China, it implemented a smart market entry strategy. It did not use any advertising and promotions that could be perceived by the Chinese as a threat to their tea-drinking culture. Instead, it focused on selecting high-visibility and high-traffic locations to project its brand image. The next thing Starbucks did was to capitalize on the tea-drinking culture of Chinese consumers by introducing beverages using popular local ingredients such as green tea. This strategy has effectively turned potential obstacles into Starbucks’ favour. Chinese consumers quickly developed a taste for Starbucks’ coffee, which was essential to Starbucks’ success in China. One of Starbucks’ key marketing strategies is to provide customers with an exceptional experience. The chic interior, comfortable lounge chairs, and upbeat music are not only differentiators that set Starbucks apart from the competition, but also have strong appeal to younger generations who fantasize about Western coffee culture as a symbol of modern lifestyle. Many go to Starbucks not just for a cup of Frappuccino, but also for the â€Å"Starbucks Experience† that makes them feel cool and trendy. Thus, Starbucks has established itself as an aspiration brand and is able to charge premium prices. C)Brand Global Starbucks understands the value of its global brand and has taken steps to maintain brand integrity. One of Starbucks’ best practices is to send their best baristas from established markets to new markets and train new employees. These baristas act as brand ambassadors to help establish the Starbucks culture in new locations and ensure that service at each local store meets their global standards. Western brands in general have a reputation for quality products and services. They have a competitive advantage over Chinese companies in establishing themselves as premium brands. However, as Shaun Rein, founder and managing director of China Market Research Group, pointed out, too many Western brands push for market share by cutting prices, which is a losing strategy because they can never â€Å"out-cut† local Chinese competitors. Global brand does not mean â€Å"global products,† or â€Å"global platform† as eBay mistakenly tried. Starbucks has highly localized menu of beverages that is particularly tailored to Chinese consumers. It has done an extensive consumer taste profile analysis to create a unique â€Å"East meets West† blend. It even gives each store the flexibility to choose from a wide variety of its beverage portfolio that fits the customers at its particular location. It is critical for global brands to adapt their businesses to local markets in order to succeed in China, and Starbucks has done just that. D)Partner Local China is not one homogeneous market. There are many Chinas. The culture from northern China is very different from that of the east. Consumer spending power inland is not on par with that in coastal cities. To address this complexity of the Chinese market, Starbucks partnered with three regional partners as part of its expansion plans. In the north, Starbucks entered a joint-venture with Beijing Mei Da coffee company. In the east, Starbucks partnered with the Taiwan-based Uni-President. In the south, Starbucks worked with Hong Kong-based Maxim’s Caterers. Each partner brings different strengths and local expertise that helped Starbucks gain insights into the tastes and preferences of local Chinese consumers. Working with right partners can be an effective way to reach local customers and expand quickly without going through a significant learning curve. E)Commit Long Term China is not an easy market to crack. It requires a long term commitment. An important strategy is to invest in employees. When I visited a Starbucks store in Shanghai back in 2007, I was impressed by the cheerful greetings of Chinese baristas, which set Starbucks apart from copycats. Starbucks has done an excellent job in recruiting and training its employees. This is a win-win strategy because employees are at the heart of delivering the â€Å"Starbucks Experience† to customers. They are the best marketing ambassadors for the company. Long term commitment also means patience. It takes time to educate the market and gain customer loyalty. The companies that invest in long term plans can be sure to reap handsome rewards. If Starbucks can succeed in a most unlikely-to-succeed market, there is no reason that any other company, large or small, cannot succeed in China. The ability to think differently, do your homework, implement right strategies, adapt to local markets, and commit long term are all important steps to achieve that goal.

Saturday, September 21, 2019

Association of South East Asian Nations (ASEAN)

Association of South East Asian Nations (ASEAN) Introduction The Association of South East Asian Nations (ASEAN) was founded in 1967 by Singapore, Indonesia, Malaysia, Philippines and Thailand with the signing of the ASEAN Declaration in Bangkok. ASEANs objectives were to accelerate the economic growth, social progress and cultural development in the region. To promote regional peace and stability, active collaboration and mutual assistance on matters of common interest in the economic, social, cultural, technical, scientific and administrative fields. ASEAN was subsequently expanded over the years to include Brunei, Vietnam, Laos, Myanmar and Cambodia making up the ten member states of ASEAN today. Despite the expansion, the objectives and working principles of ASEAN have remained unchanged throughout the years. The ASEAN way of informal networking had been effective in creating a cohesive, peaceful and economically successful ASEAN bloc. This essay will address the question of ASEANs relevance to stability, security and prosperity of Southeast Asia in three parts. First, the essay will attempt to examine the power-balancing role of US in Southeast Asia. Secondly, the essay will analyze the conditions under which ASEAN was created to illustrate how ASEANs objectives are aligned with stability, security and prosperity of Southeast Asia. Lastly, this essay will explore in more depth how ASEAN remains essential to the stability, security and prosperity of Southeast Asia. The essay shall then conclude why the interpretation of MM Lees words is not accurate in current context and why ASEAN is not merely a supplement to the power-balancing role played by the US. Power-Balancing Role of US in Southeast Asia The strategic presence of US in Southeast Asia has not prevented USs allies and partners in the region from low-intensity conflicts and non-traditional threats. For example, there is still a high incident rate of piracy activities in the Malacca straits, Singapore straits and South China Sea. The strategic presence of the US has also not provided any security to the states in Southeast Asia from the attack by terrorist groups. Thailand, Philippines and Indonesia had all fallen victim to terrorist bombing, not once, but on several occasions. The attacks might even be triggered by the close ties between US and the states in Southeast Asia. The terrorist would have view the states as being pro-US thus became a target for the terrorist groups. The third Indochina War was officially brought to a close with the October 1991 agreements at the Paris Conference (PICC). With the collapse of the Soviet Union, the regional role of the US is no longer being shaped by the American Cold War imperatives in Southeast Asia. Impetuses for the Founding of ASEAN Most Southeast Asian states, less Thailand, attained political independence after centuries of foreign domination and colonization after the end of World War II. As such, nation building was the primary focus of ASEAN during its early years of formation. Furthermore, forming a regional organisation could fill the power vacuum left by the major powers, which used the region for proxy wars and major power rivalry. ASEAN provided a platform for the newly independent states to concentrate in their nation building and economic development. ASEAN was thus formed to create a peaceful and stable environment for nation building and growth among the Southeast Asian states. Despite the wish for peace and stability, the world in the 1960s era was embroiled in the war against communism. Communist threat to existing governments at that time was severe. The region was overwhelmed with communist insurgencies and there were imminent danger of communism spreading across Southeast Asia. Economic growth, a means to prevent the spread of communism was thus another important objective for the formation of ASEAN. Although Southeast Asia faced a common enemy, suspicions and distrust caused by Konfrontasi, the Malaysia-Indonesia Confrontation was prevalent among the member states. With the change in political leadership in Indonesia in 1966 with Suhartos replacement of Sukarno as Indonesias President, this spells the end of Sukarno regime and the end of Konfrontasi. It was also the beginning of Suhartos New Order regime and Good Neighbour policy. In order to achieve peace and stability in the region, it was important to first restore confidence and reassure Southeast Asia of Indonesias peaceful intentions. As a result, ASEAN was formed under the principle of non-interference in each others domestic affairs to create a tolerant environment for members to engage without suspicion and doubts. Given the above conditions, ASEAN was formed with the objectives to promote regional peace and stability, co-operation, economic development, and generating social and cultural progress. Defence arrangement such as SEATO was deliberately avoided to prevent being seen as overly pro-Western and provoking to Vietnam. ASEANs Achievements It has been four decades since ASEAN was founded. The achievements of ASEAN cannot be downplayed, for the fact that ASEAN is the one and only permanent regional association in Asia. Stability of Southeast Asia ASEAN had provided the framework for regional stability. The ASEAN Way of doing things had proven its strength based on how far ASEAN have came since its founding. The specific features of ASEAN Way are: informal process of interaction, informality, quiet diplomacy, dialogue and consultation, self-restraint, flexible consensus, lowest common denominator emphasis, conflict avoidance. They also respect each others National sovereignty, territorial integrity, non-use of force etc. standard Intl Relations principles. Their mode of operations is process-orientated and network-based model of co-operation that avoids bureaucratic arrangements. The Treaty of Amity and Co-operation in Southeast Asia (TAC) was signed by the member states of ASEAN in Feb 1976. The purpose of this Treaty is to promote perpetual peace, everlasting amity and co-operation among their peoples which would contribute to their strength, solidarity and closer relationship. This treaty has seen a growing number of countries outside Southeast Asia accepting it. In 2004, four more countries acceded to the treaty, namely, Japan, Pakistan, Republic of Korea and Russia. The ASEAN Social and Cultural Community (ASCC) was form to achieve a socially cohesive and caring ASEAN. It is intended to foster co-operation in addressing a grab bag of social and cultural problems associated with rural poverty, population growth, unemployment, human resources development, education, environment, and health. An example of the level of co-operation the member states have can be seen in the incident of SARs outbreak in Asia. ASEAN has been proactive in seeking to contain infectious diseases, which know no border. During the outbreak, a special ASEAN Leaders Meeting in Bangkok was called in Apr 2003; the ASEAN heads of government mandated a comprehensive regional response to the threat posed by the disease, the spread of which was wreaking havoc on their economies. Although the actual job of fighting the spread of the disease fell to the public health officials of the states, the coordination of measures was carried out at the health minister level of the ASEAN +3. Another example is the Singapore-Malaysia dispute over Pedra Branca islands. Both countries laid claim to the Pedra Branca islands although Singapore had been the custodian of the Horsburg Lighthouse situated on the island throughout the last century. The dispute could not be resolved within ASEAN; however, both Singapore and Malaysia had agreed to bring it to the International Court of Justice (ICJ) in 2007. This dispute came to an end with the ICJ ruling sovereignty of Pedra Branca to Singapore and that of Middle Rocks to Malaysia. ASEAN also manage to resolve the Cambodian crisis during the 1980s thru the ASEAN-Post Ministerial Conference (ASEAN-PMC) which assumed its current form when the US, Canada and Japan joined in 1978. Security of Southeast Asia TheZone of Peace, Freedom and Neutrality (ZOPFAN)declaration was signed in 1971 by the Foreign Ministers of theASEANmember states (Indonesia,Malaysia, thePhilippines,SingaporeandThailand). In the declaration, the parties publicly stated their intent to keepSouth East Asiafree from any form or manner of interference by outside Powers and broaden the areas of co-operation. The ASEAN Regional Forum was formed in 1994 with the objective of promoting peace and security through dialogue and co-operation in the Asia Pacific. It is important that ARF continue to play its role in the political and security dialogue as well as confidence building. TheSoutheast AsianNuclear-Weapon-Free ZoneTreaty(SEANWFZ) of 1995, orBangkok Treaty, is anuclear weapons moratorium treaty between 10 Asian member-states under the auspices of theASEAN. It entered into force on March 28, 1997 and obliges its members not to develop, manufacture or otherwise acquire, possess or have control over nuclear weapon. This is crucial to both confidence building in Southeast Asia and to worldwide nuclear disarmament. Vietnam has joined ASEAN in 1995 and the ARF, and the long overdue normalization of relations between the US and Vietnam has finally happened, under the influence of ASEAN. The Vientiane Action Programme (VAP) adopted at the 10th ASEAN Summit contained several measures to guide ASEANs effort in countering terrorism from 2005 2010. These measures form the preparatory steps to the establishment of an ASEAN Extradition Treaty as envisaged by the ASEAN Security Community (ASC) Plan of Action. Prosperity of Southeast Asia One of the main objectives of ASEAN is to improve economic development. ASEAN has since negotiated for Free-Trade Agreements (FTA) with various dialogue partners of ASEAN. The FTAs were established with Australia New Zealand, China, India, Japan and Republic of Korea. Since 2000, European Commission and ASEAN are already discussing trade and investment issues at Ministerial (EC-ASEAN Economic Ministers) and official (Senior Economic Official Meeting) levels. The key challenge is to promote region-to-region economic relations, particularly by addressing non-tariff barriers through regulatory co-operation using the framework of TREATI (the Trans-Regional EU-ASEAN Trade Initiative), and ultimately to lay the foundations for a preferential regional trade agreement in the future. The Trans-Regional EU-ASEAN Trade Initiative (TREATI) is a framework for dialogue and regulatory co-operation developed to enhance EU trade relations with ASEAN. Study for an EU- ASEAN FTA was then initialed in 2005 and making good progress. In 2006, EU-ASEAN trade represented 5% of total world trade. The EU is ASEANs 2nd largest trading partner, accounting for 11.7% of ASEAN trade (2006). Significantly, 13% of ASEAN exports are destined for the EU, which makes it ASEANs 2nd largest export market after the US. ASEAN as an entity represents the EUs 5th largest major trading partner, accounting to 127 billion EUR, just ahead of Norway and equivalent to Japan. ASEANs trade with the EU has been growing steadily over the past five years, with an average annual growth rate of 4%. On average, EU companies have invested 5.1 billion EUR a year for the period 2003 to 2005. EU is thus by far the largest investor in ASEAN countries: 27% of total FDI inflows from 2001 to 2005 come from the EU, compared to 15% for the US. Conclusion ASEAN was formed during the era of inter-state distrust and the uprising of communism. ASEAN was thus established with the objectives of promoting regional peace, stability and economic progress to facilitate nation building among member states. The working principles, the ASEAN Way of non-interference, informal understanding and consensus building based on lowest common denominator have been effectual in attaining the objectives of ASEAN. The introduction of new member states including Myanmar, Laos and Cambodia, had fulfill the dream of including all the countries in Southeast Asia into ASEAN. It can be seen that the strategic presence of US in the region can no longer guarantee the security of the states in Southeast Asia, especially in the current era of non-conventional threats piracy and terrorism. As such, the interpretation of Mr Lees words is not accurate in todays context. Over the last four decades, ASEAN have certainly achieved plentiful in all areas of stability, security and prosperity of Southeast Asia. The ASEAN Way has been successful in promoting regional co-operation and economic development. The nations of Southeast Asia were able to leave their historic rivalries behind them in the name of ASEAN unity. They have also taken the lead to create the ASEAN Regional Forum to engage all their Asia-Pacific neighbours for the first time, to discuss in a structured dialogue on wide-ranging Asian security issues. The Prime Minister of the Lao Peoples Democratic Republic, Mr Bounnhang Vorachith, 29 Nov 2004, said, The role of ASEAN has been increasingly recognised in ensuring peace and security in the Asia-Pacific region, through the ARF, with ASEAN as the primary driving force. In conclusion, ASEAN have proven its commitment and achievements through all the ministerial meetings, Communities and forums that it is still relevance to the stability, security and prosperity of Southeast Asia. The fact that EU and the Asia-Pacific states are willing to co-operate with ASEAN; is a testimonial and recognition of ASEANs achievements. It is not merely an adjunct or supplement to the power-balancing role played by the United States. The role of ASEAN is indeed central to the regions well being.

Friday, September 20, 2019

states and power in africa Essay -- essays research papers

We must understand the differences in the African and European political experience in order to understand the difficulties faced by African leaders. In Herbst’s book States and Power in Africa, First I will give an overview of the differences between the African and European advances toward becoming a nation state. Next the reasons why these differences are important to understanding the difficulties faced by African leaders will be discussed. Finally I will give an overview of possible alternatives to the current system of states in Africa.   Ã‚  Ã‚  Ã‚  Ã‚  In States and Power in Africa Herbst shows us several differences between   Ã‚  Ã‚  Ã‚  Ã‚  It is important to look at why Herbst’s analysis of Africa’s and Europe’s political differences gives us many reasons that go toward the explaining African leader’s political difficulties. One of Herbst’s overall arguments is that the colonization of Africa by Europe is not solely responsible for their self destructive systems of government. He would like others studying comparative politics to understand that many of the pre-colonial social and political norms as well as post-colonial observance of the forced state system have also contributed to Africa’s current problems. Herbst’s shows us that it is important to look beyond the predetermined political geography as set forth at the Berlin Conference as the sole reason for African leader’s difficulty in broadcasting power. To counter this argument Her...

Thursday, September 19, 2019

Essay --

Theories of development have been motivated by the need to explain mass poverty. Interest in development issues is of rather recent origin, dating back not much earlier than the nineteen fifties and early sixties. As represented by their more influential proponents, the development schools of thought reflect roughly the following chronological order of appearan Modernisation Theory 1950s-1960s Modernisation emerged in the late 1950s and early 1960s; it was constructed from a newly profound position that was taken by America in terms of its international hegemony based on the concern to eradicate social problems faced by poor countries. However in the late 1960s there was an involvement of the US in Vietnam due to modernisation programs that failed. This led to the emergence of a Marxist dependency school that aimed to challenge modernisation school. The battle between dependency and modernisation theory emerged and it later became subside. This left the development of the third world to be less emotional and ideological. However the main focus of modernisation is attributed from the...

Wednesday, September 18, 2019

The Black Panthers Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Black Panther Party was founded in 1966 by party members Huey P. Newton and Bobby Seale in the city of Oakland, California. The party was established to help further the movement for African American liberation, which was growing rapidly throughout the sixties because of the civil rights movement and the work of Malcolm X, and Dr. Martin Luther King. The Party disembodied itself from the non-violence stance of Dr. King and chose to organize around a platform for â€Å"self-defense†, (which later became part of the party’s original name). The party was established to help further the movement for African American liberation, which was growing rapidly throughout the sixties because of the civil rights movement and the work of Malcolm X, and Dr. Martin Luther King. The Party disembodied itself from the non-violence stance of Dr. King and chose to organize around a platform for â€Å"self-defense†, (which later became part of the party’ s original name). As a Marxist-Leninist organization and worked with many white activist organizations(for example, California’s Peace and Freedom Party). The Black Panthers name was derived from The Student Nonviolent Coordinating Committee (or SNCC, pronounced "snick"), while working to register voters in Lowndes county, Alabama. Following the success of the Mississippi Freedom Party, organizers worked to create the Lowndes County Freedom Organization as an independent party. At the time, it was required that all organizational parties have visual emblem for [non-educated] voters. The SNCC contacted a designer in Atlanta for logo. The designer first choice was dove, but the workers of SNCC thought that it was too gentle, so the finally the designer suggested that the organization use the mascot of Clark Atlanta College, The Black Panther. Thus, the Freedom Party). Thus, the Lowndes County Freedom Organization became The Black Panther Party for Self-Defense, and soon the parties were founded all across the nation. Many of these parties were unconnected to the SNCC. On April 25, 1967, the first issue of The Black Panther, the party official news organ, [was distributed]. In the following month thereafter, the party launches a march on the California state capital fully armed, in protest of the state’s attempt to band the possession of loaded weapons in public. Bobby Seale proceeded to read a statement of protest; while ... ...tions, and numerous dirty plots. The Black Party eventually fell apart due to the FBI’s systematic attempts to disassemble the party. Due to major financial dilemmas, some members went on to join another group called the Liberation Army, whiles others subdued themselves to enact a pro-peace philosophy, and others were incarcerated (Assata Shakur, Sundiota Acoli, Afeni Shakur). (Wikipedia:The Free Encyclopedia,1997).   Ã‚  Ã‚  Ã‚  Ã‚  On the contrary, even though the old Black Panther Party was actually diminished due to antics by the federal government, a group calling themselves the New Black Panther emerged from the Nation of Islam decades after of the original Black Panthers. A new National Alliance of Black Panthers was formed on July 31, 2004, and is said to be inspired by the grassroots activism of the original organization, but is not related. (Wikipedia: The Free Encyclopedia, 1997). Refrences The Black Panther Party. (1997). Marxists.org Retreived April 11,2005 http://www.marxists.org/history/usa/workers/balck-panthers/1966/10/15.htm The USA Archives.(1969). Marxists.org Retreived April 11,2005 http://www.marxists.org/history/usa/workers/balck-panthers/1966/10/15.htm

Tuesday, September 17, 2019

Disease Management

Disease management pertains to the concept of assisting in healthcare expenditures and augmenting the quality of life through prevention and health maintenance. Disease management is associated with a commitment to provide guidance, information, advocacy and service to its members in order for them to feel a positive change. An ideal health care model aims to improve the quality and efficiency of health care assistance, to increase the accessibility to health care services for various populations, to increase price and quality transparency and to ascertain accountability for all services received.In order to achieve these goals, certain disease management programs have linked with Aetna and United Healthcare, which improves both benefits and the marketing of health insurance industry. One policy of disease management involves the improvement of the quality and efficiency of health care for its members (Barry and Basler, 2007). This policy feature is associated with routine measuremen t of the performance of its plans. It also encourages highly efficient health care options to its members, as well as the application of information technologies in keeping and maintaining patient health records.The use of prescribing medications electronically is also presented, which helps in keeping the patients safe from errors of drug consumption, as well as duplication of services, which are deemed to be wasteful in terms of money, time and effort. Such improvement may also advance the mode of access for health test results and other information. Another policy being promoted by disease management programs involve the availability of health care services to varied populations at reasonable prices.Such feature concentrates on outreach programs that provide materials and services to different communities using other languages that are applicable to specific ethnic groups. This element may be a valuable feature in interacting with its members, so that the patients may freely expr ess their needs and concerns regarding health care and its associated services. It is also very useful in making its non-English speaking members to understand what has been assessed or what is needed in order to help them in their health maintenance, including chronic care and disease management.The use of the multi-language approach also prevents miscommunications and misunderstandings between the program and its members. The benefits of such effort will include a greater chance for its members to understand any information that is provided to them, including the quality, effectivity and costs of the health care services. It also allows the members to make their own decisions about their own health care plans because they are empowered to interact and ask questions about aspects that concern their health.A disease management program also includes the regular monitoring and assessment of its health plan and its subsequent dissemination of information to its members (Gearon, 2006). Such feature is valuable in terms of its goal in continuously improving the health care performance and efficiency of its plans. And it is also known that the most reliable way of improving any health care plan is by gathering the comments and suggestions of the end-users, which are actually the members itself, who directly apply such health care plans to their daily lives.A disease management program appraises its healthcare policy and features every year. Such comprehensive review of the policy often times lead to points of improvement. These are then actively considered an incorporated into the working health policy and its members are likewise advised of the new changes. Any other comments or suggestions are freely expressed by its members, and the program at the same time welcomes such constructive criticisms. Healthcare marketing is a phenomenon that actively promotes features of healthcare industry.A successful healthcare marketing process follows the three major concepts fra mework, view point and definition. Healthcare marketing has dramatically changed over the last decade, mainly due to reforms initiated by the government (Barry and Basler, 2007). One prime modification in the healthcare market is the incorporation of Medicare, which works as a form of reimbursement for healthcare institutions. A few decades ago, healthcare investigators attempted to establish the relationship between healthcare practitioners and patients.One of the observations they observed was that patients often had only a few choices in terms of healthcare providers hence they have no resort but to maintain a relationship with a particular doctor amidst substandard patient care delivery. Another observation the investigators observed was the patients tend to screen or try out different physicians and just pick out which physician works best with their own personal preference. In addition, other individuals would also screen different hospitals and then later decide which hospita l serves them best in terms of their hospital needs. References Barry P and Basler B (2007):   Healing our system.   AARP Bulletin, March, 2007.   Retrieved on July 25, 2007 from http://www.aarp.org/bulletin/yourlife/healingoursystem.html Gearon C (2006):   State-by-State List of HMO report cards online.   AARP Bulletin, January 2006.   Retrieved on July 25, 2007 from http://www.aarp.org/bulletin/yourhealth/a2003-08-07-hmoreport.html

Monday, September 16, 2019

Racial Ideology of Americas Essay

In the period from 1500 to 1830, racial stereotypes were prominent in the regions of Latin America/Caribbean and North America and they had a tremendous effect on society, especially societies with multiple ethnicities. The racial ideologies of these regions can be seen through the treatment of native peoples and the treatment of slaves. However, because of the strong influence of differing European nations,and their differing standards, contrasting societal effects can be seen. When the Europeans discovered and settled the â€Å"New World† and Latin America their ideology of European dominance and superiority had a direct effect on the natives of these regions. In North America, the Native Americans were often oppressed or forced to live on a confined piece of land. The Europeans would often devise treaties with the Native Americans on where there territorial boundaries were and where the settlers were not allowed to intrude. The European governments did not enforce this, so eventually all of these treaties were broken. This shows that the Europeans did not regard the natives claims to the land as legitimate and that they did not have any rights to the land. In Latin America and the Caribbean, the natives were enslaved and forced into servitude and labor. The dominant European racial ideology also fueled the slave trade in both North America and Latin America. The slave trade revolved around slave ships that would transport masses of Africans to the colonies to increase productions. The slave trade grew in the periods from 1500 to 1830 because slaves became cheaper to buy then hiring indentured servants who would work only a certain amount of years and then be free when their debt was paid off where as a slave is kept for life, unless they are sold. The slaves were bought, sold, and treated like property, not human beings. The colonists, were those who traveled from Europe to the Americas or those born in America who had come from European descent implemented the total colonization of North America and Latin America and the Caribbean. The colonies in North America were predominantly British and had a desire to become like their mother country. This united the colonists and so they did not discriminate against each other like they discriminated against the Native Americans and African slaves. This contrasts the predominantly Spanish dominated colonies because they had no sense of unity. The Spanish racial ideology prompted those in power, the royal sangres azules, and the commoners, translated into discrimination within the colonist populations. The colonists born in Spain were considered better than those who born in Americas, even if you came two fully Spanish parents. Those who were of â€Å"mixed blood† , who were children of native and Spanish parents were even lower.