International Marketing Feasibility Essay Example | Topics and Well Written Essays - 6250 words

International Marketing Feasibility - Essay Example The government’s encouragement of foreign investment would fast tract legal actions that may enhance the speed of operation. However, the country’s unstable political system may affect the implementation process. Not so much problem with to whom should accept the program since there is a remarkable number of urban elite who can afford for such academic service. However, it is a good marketing proposition to tie up with Thailand’s government when it comes to educating its people since it is clear that the government has to start maximizing its subsidy on education. Not only that, Thailand would be a good venue and strategic place for the neighboring and developing countries to access the service of ANOVA Education Center considering that the cost of leaving is definitely not that high. The company is ANOVA Education Centre. It is situated solely in Singapore since it has not expanded to anywhere else yet. All from its website ANOVA Education Centre (2009), the company has promoted itself as the one that provides preparatory courses for foreign students who have interest to study in Singapore. Among of its many objectives, the main is to give students preparation for entrance examinations to Singapore’s local schools. The company was able to promise of courses that are in line with the recent syllabus of Ministry of Education. The company also ensures that its students will have a conducive environment as well as competent and highly-trained teachers as they receive their trainings. To give much more focus to every student, each teacher has 10 to 15 students. With all of these, the ANOVA Education Center is simply trying to provide opportunity for each individual willing to enter in the international language where the medium of speech is English. A message from the principal of ANOVA Education Center, David Sum, simply states the company’s commitment to provide their students a high standard of service.

Comparison Of Two Learning Theories Education Essay

Comparison Of Two Learning Theories Education Essay Learning is a persisting changes in performance or performance potential that result from experience and interaction with the world (Driscoll, 2000, p.3). The way we process information is as individual as our genetic makeup, but research has shown that there are many different types of learning theories used for classroom education. (Merriam, Caffarella, Baumgartner, 2007; Weimer, 2002; Steiner, Floyd, Hewett, Lewis, Walker, 2010). The theories of behaviorist and cognitivist are important to compare because they are a part of the basic foundations in which other learning theories have been formed. In order to apply learning theories to nursing practice, the need to understand the basis of different theories is important. Theories have been researched and tested and have some importance as to how things work across different situations and circumstances. Theories can give some consistent ways of looking at classroom practice and some rational explanations for what happens within th e class. Philosophy Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner. Behavior is directed by stimuli. An individual selects one response instead of another because of prior conditioning and psychological drives existing at the moment of the action (Parkay Hass, 2000). In education, this type of learning falls into the reward/punishment category. The rewards must be important to the learner in order to give the incentive to respond favorably. Cognitive science began a move from behavioristic practices which emphasized external behavior, to a concern with the internal mental processes of the mind and how they could be utilized in promoting effective learning. The models that had been developed in the behaviorist tradition were not disregarded, but instead the task analysis and learner analysis parts of the models were elaborated on. Cognitivism is based on the thought process behind the observations. Changes in behavior are detected and perceived to be an indicator of what was happening inside the mind. The new models addressed component processes of learning such as knowledge coding and representation, information storage and retrieval as well as the incorporation and integration of new knowledge with previous information. (Saettler, 1990) Origins and Authors The foundation of Behaviorism, trace its roots to the early part of the 20th century. This was during a time when many psychologists emphasized self-analysis of mental processes (introspection) or the psychoanalytic theory of Sigmund Freud. In contrast, researchers like Ivan Pavlov, began to develop a framework which emphasized observable processes (environmental stimuli and behavioral responses). (Kentridge, 2007) Originators and important contributors to behaviorism believed that learning is confined to observational and measurable behavior. The two major schools of thought are based on ideas from Pavlov who showed classical conditioning and Skinner who believed in operant conditioning. One of the most famous experiments on classical conditioning is from Russian physiologist, Ivan Pavlov (1849-1936). Pavlov originally was doing an experiment regarding the role of salivation in digestion. From his observations, Pavlov noticed when his assistant brought meat into the laboratory; the dogs being used for in this experiment would automatically start to salivate. Further research into this phenomenon formed the famous Pavlovs stimulus and response experiment, known now as classic conditioning. Classic conditioning is a four-step learning procedure involving reflexes. (Fig. 1) http://www.simplypsychology.org/pavlov.html Fig. 1 Pavlovs Dog Experiment During classical (or Pavlovian) conditioning, human and animal subjects change the magnitude and timing of their conditioned response (CR), as a result of the contingency between the conditioned stimulus (CS) and the unconditioned stimulus (US). Whereas in classical conditioning, the US and the CS determine the form of the CR, in operant conditioning the strength and frequency, but not the form, of the response is independent of the US. (Schmajuk, 2007) B.F. Skinner (1974) coined the term operant conditioning; it means roughly changing of behavior by the use of reinforcement which is given after the desired response. Skinner identified three types of responses or operant that can follow behavior. Skinner believed that we do have such a thing as a mind, but that it is simply more productive to study observable behavior rather than internal mental events. In essence, Skinner believed we are what we have been reinforced for being (Olson Hergenhahn, 2009, p. 76). Operant conditioning has been widely applied in clinical settings (i.e., behavior modification) as well as teaching (i.e., classroom management) and instructional development (e.g., programmed instruction). This theory states that when learning is rewarded, behavior is perpetuated or maintained, while punished behavior is removed. In the classic experiment of Skinner Box, a rat may receive a food reward every time he presses the bar. He presses faster and faster. (Fig 2). http://www.simplypsychology.org/operant-conditioning.html Fig. 2 Skinners Rat Box The major techniques used in operant conditioning are: Positive reinforcement increasing a behavior by administering a reward. Negative reinforcement increasing a behavior by removing an aversive stimulus when a behavior occurs Punishment decreasing a behavior by administering an aversive stimulus Extinction decreasing a behavior by not rewarding it. Albert Bandura thought Skinners theories were too simplistic although he also believed many of the psychological constructs of previous psychological thought were far too laid back, and were neither problem-solving nor action-oriented (Bandura, 1997). He believed in reciprocal determinism, that is, the world and a persons behavior cause each other, while behaviorism essentially states that ones environment causes ones behavior, Bandura, who was studying adolescent aggression, found this too simplistic, and so in addition he suggested that behavior causes environment as well. Later, Bandura soon considered personality as an interaction between three components: the environment, behavior, and ones psychological processes (ones ability to entertain images in minds and language). (Bandura, 1997) Cognitivism considers the learner as an information processor, much like that of a computer. It believes that the black box of the mind should be opened and understood. The information comes in, is processed and leads to certain outcomes. The concept believed that people are not just like rats that respond to stimuli but rather, they are rational thinking human beings that require active participation to learn. There are four major contributors to the Cognitivists theory. Howard Gardner believed that students learn in different ways. According to Gardner, we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, and the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains. (Gardner, 1991) Fig. 3 -Multiple intelligences Robert Gangne developed information processing theory identified eight levels of intellectual skills including: signal, stimulus-response, chaining, verbal association, multiple discrimination, concept formation, principle formation and problem solving. He also explained that there are five areas of learning outcomes: verbal information; intellectual skills; cognitive strategies; motor skills and attitudes. www.classweb.gmu.edu Fig. 4-Levels of Intelligence Allan Paivio discovered Dual coding theory that states people process information in two different ways; processing of images and the processing of language. Fig http://cslsrv.ice.ntnu.edu.tw/LabNews/Minutes01S/20010412joseph.htm Fig. 5- Dual Coding Theory Benjamin Bloom described six levels of learning in his model of critical thinking. These levels are also known as Blooms Txaonomy. . http://taspd.edublogs.org/2007/04/23/revised-blooms-taxonomy/ Fig. 6- Blooms Taxonomy Literature Review The two movements differ particularly in their views on behavior. Behaviorism, whose research subjects were mostly animals, views behavior as an irreducible consequence of environmental stimuli, whereas Cognitivism, whose research subjects are often humans, sees behavior as a point from which to abstract the mental processes behind the behavior. Skinners studies of operant behaviors have become very useful in the field of learning and cognition (Corey, 2009). Studies have shown that behavior can be conditioned by reinforcements, positively, which increases the probability of the behavior happening again, or negatively, which decreases the probability the behavior will happen again (Olson Hergenhahn, 2009). Skinners theories still remain in wide use, helping users understand and control behaviors in many disciplines as well as in issues ranging from advertising to parenting (Olson Hergenhahn, 2009). According to Corey (2009), the research of Kazdin (2001) and Spiegler Guevremont (2003) revealed that behavioral therapy is generally as effective as alternative therapies, and in some instances, more effective. The Cognitive Learning Theory supports the idea that learning includes different kinds of memories, motivation and thinking. One of the other important factors is that of reflection. Those that promote Cognitivsm believe that the learning process is internal and depends on memorized information from pre-existing knowledge. (Ausubel, 1974) The theory argues that the degree of which a person learns is not affected by the ability and quality of mental processing. (Craik Tulving, 1975; Craik Tulving, 1975) Cognitivism maintains that memory is stored by using a connective pattern of information that networks with other patterns by means of some type of a relationship. (Stoyanova Kommers, 2002) Use in Nursing Education Writing behavioral-based instructional objectives seems to specify clear, measurable terms to assist learners. According to Morrison (2001), behavior based objectives become the end rather than the means for instruction. Morrison continues to point out that cognitive focused instructional objectives overcome this problem by first stating a general objective to communicate the intent. Additionally, they observe that cognitive objectives are well suited for describing higher levels of learning. (Morrison et al., 2001, p. 97) In behaviorism, the learner is actively involved in learning, practicing, and demonstrating new behaviors and is extremely dependent on receiving feedback from the educator. The educator is responsible for identifying behavioral outcomes, controlling the environment, and providing feedback. Current use of behaviorism in education is most often associated with education and training (Merriam et al., 2007). Behaviorism does well in education because it promotes good behavior and recognizes that unwanted behavior has consequences. Students learn by observing and interpreting the behavior, and associated consequences, of others in a process termed vicarious reinforcement or modeling (Bandura, 1977). Learning by modeling involves a complex process of interpreting, coding, and retaining the information for future application, then engaging in the modeled behavior (Bandura, 1969). Cognitivists have influenced educational strategies by including prior knowledge in influencing how new information is digested. Cognitive learning theorists believe that learning is an internal process in which information is integrated or internalized into ones cognitive or intellectual structure. Learning occurs through internal processing of information. From the cognitive viewpoint, how new information is presented is important. In the first or cognitive phase of learning, the student learns the overall picture of what the task is and the sequences involved. In the second, or fixation learning phase, the learner begins to gain skill in performing the task. In the last phase of learning, the automatic phase, the student gains increasing confidence and competence in performing the task. (Elias et al., 1984) Personal Use I believe that we all use a part of the behaviorists way of learning, to some extent. We all like to be awarded for the work or behavior that we have accomplished. We know there are repercussions and consequences for not adhering to the rules. Our behaviors represent how we are perceived by others in society. The determination of how others behave is by the use of checks and balances of stimuli and response. The way we act and/or behave, teaches people how to respond to us. I believe that I am motivated to learn and acquire more knowledge. The ability to mentally organize, rehearse and comprehend new learning materials is one I strive to obtain. The motivation that has driven me to succeed in both by personal and professional lives has been founded on realistic and challenging goals. Conclusion There are many different ways of learning and teaching. Two of the earliest methods of learning can still utilized in todays classroom. The foundation of theories helps us as a framework to base our learning and teaching upon. We can use positive and negative reinforcement as well as modeling to teach our students how to absorb and maintain new materials. Behaviorism is a teacher based concept full of structure and rules. Examples are class lectures, note taking and role modeling. Cognitivist used a student based concept in which students can find out information by themselves by using case studies, research and discussions. These two types of learning theories can help to shape our future generations.

Gender and Transcendence: Sexing Melvilles Whale :: essays papers

Gender and Transcendence: Sexing Melville's Whale Mention Moby-Dick to most undergraduates and their response is either a yawn or a groan.Of course, few of them have actually read the novel; rather, their trepidation is usually based on hearing over and over again that it's a Great Book.If it's been a Great Book for over 150 years, they ask, what could it possibly teach us now, on the brink of the 21st Century? Such thinking seems to have created a rather large hole in what most undergraduates know about 19th century American literature--a hole large enough to swallow not only Melville's whale but all of R. W. Emerson and most of Emily Dickinson, as well.Without such foundational works, most undergraduates--even those interested in a serious study of American literature--miss out on a great deal in 20th Century American texts which builds on the philosophical themes present in those Great (Old) Books. For instance, Transcendentalism was one of the major intellectual centers to much 19th century American writing; and of course thousands of pages have been written about transcendentalism as a theme in Emerson and Dickinson, and an anti-theme in Melville.But most undergraduates are for the most part unaware of this deep vein of transcendentalism running through American thought and letters, and thus portions of modern prose and poetry that respond to it are largely unintelligible to them.If they've studied Emerson at all, it is as the high priest of American individualism, a sort of early American "self help" guru. On the other hand, most of today's undergraduates considergender criticism supremely relevant; many are even somewhat familiar with its terms and principles.Examining literary and cultural texts in terms of what they have to say about gender is a practice with which they are relatively familiar, and one about which they usually already have opinions.It is, in short, a vocabulary in which they are far more conversant than that of transcendentalism specifically and 19th Century American literature generally. As I began thinking about a class which might bring these two topics together, some questions immediately occurred to me: Are examinations of transcendence at all gendered?Is transcendence figured as possessing gender, requiring gender, confounding gender?If the new gender criticism seeks to go "beyond" the boundaries of our traditional concepts of gender and sexuality, then shouldn't one expect to find some connections with works which examine the very philosophy of going beyond common boundaries of self and other? Gender and Transcendence: Sexing Melville's Whale :: essays papers Gender and Transcendence: Sexing Melville's Whale Mention Moby-Dick to most undergraduates and their response is either a yawn or a groan.Of course, few of them have actually read the novel; rather, their trepidation is usually based on hearing over and over again that it's a Great Book.If it's been a Great Book for over 150 years, they ask, what could it possibly teach us now, on the brink of the 21st Century? Such thinking seems to have created a rather large hole in what most undergraduates know about 19th century American literature--a hole large enough to swallow not only Melville's whale but all of R. W. Emerson and most of Emily Dickinson, as well.Without such foundational works, most undergraduates--even those interested in a serious study of American literature--miss out on a great deal in 20th Century American texts which builds on the philosophical themes present in those Great (Old) Books. For instance, Transcendentalism was one of the major intellectual centers to much 19th century American writing; and of course thousands of pages have been written about transcendentalism as a theme in Emerson and Dickinson, and an anti-theme in Melville.But most undergraduates are for the most part unaware of this deep vein of transcendentalism running through American thought and letters, and thus portions of modern prose and poetry that respond to it are largely unintelligible to them.If they've studied Emerson at all, it is as the high priest of American individualism, a sort of early American "self help" guru. On the other hand, most of today's undergraduates considergender criticism supremely relevant; many are even somewhat familiar with its terms and principles.Examining literary and cultural texts in terms of what they have to say about gender is a practice with which they are relatively familiar, and one about which they usually already have opinions.It is, in short, a vocabulary in which they are far more conversant than that of transcendentalism specifically and 19th Century American literature generally. As I began thinking about a class which might bring these two topics together, some questions immediately occurred to me: Are examinations of transcendence at all gendered?Is transcendence figured as possessing gender, requiring gender, confounding gender?If the new gender criticism seeks to go "beyond" the boundaries of our traditional concepts of gender and sexuality, then shouldn't one expect to find some connections with works which examine the very philosophy of going beyond common boundaries of self and other?

Environment is our surrounding

Environment is our surrounding which includes everything from a non-living to a living being. There are two kinds namely the natural environment and Built environment. In actual parlance if one has to describe a natural environment it is one that has natural existence and the built is one that man is responsible for like the dams cities etc. The natural atmosphere is being polluted due to the unnatural factors. While natural causes like volcano's have its own turn in causing pollution it is the man made ones that are more rampant. It is the reckless and the caustic human ature that is primarily responsible for the environmental pollution.It is the self centered humans that are causing more destruction to the environment. It is natural for every human being to live in the circumstances they are born and any changes to it causes a lot of trouble. Built environment, which lacks natural components, has become quite significant in today's era. There is a lot of environmental peril that ha s been responsible for the problems associated with mother earth like Global Land degradation and pollution ,water polution,wast of forests,expended desertsveen ouse effect,global warms and polar ice cap melting.Global Warming is defined as the increase in the average temperature of the earth near surface air and ocean since the mid 20th century and its projected continuation. There is a lot of heat caused to the earth due to the green house gases that get rapt in the suns rays thereby causing global warming. The growth in population and also the economic advancement that has added to pollution as well is the causes that affect the environmental corrosion . Every living and non living thing is being affected by this so ne must understand that biophysical environment is meant for all and understand the importance of ecological balance.I think that everyone can take steps to control all the essential things affecting the pollution. The consumption of petroleum has to be brought down b y one and all. The first step towards reducing our dependence on petroleum is to understand what products are made from petroleum. It is necessary that one takes sufficient measures to reduce the environmental degradation. It is better that we look for natural solutions like shift to a more fuel efficient vehicle make se of paper bags try to economize by using the car pool or public transport, go by walk or use a bicycle, recycle things etc.It is the responsibility of every person in checking the causes that affect the environmental disaster and play a positive role in improving it and these things have also got to be mentioned. One must realize the importance of a healthy environment and that it is for his own benefit to protect it and to take measures to make the world clean and green because as the proverb says â€Å"We wont have a society if we destroy the environment†. Environment is our surrounding By Procop8

Hamlet Foils Fortinbras Essay

In Hamlet, one of Shakespeare’s most recognizable plays, Shakespeare portrays a great example of a literary foil between Fortinbras and Hamlet. Fortinbras, a minor character, possesses traits that emphasize Hamlet’s distinctive qualities. Fortinbras’ characteristics bring out both the worst and the best out Hamlet throughout the play. In Act IV Scene IV, Hamlet’s soliloquy points out every one of Fortinbras’ qualities that Hamlet admires. Fortinbras inspires Hamlet to be a man of action. Hamlet knows that he has been thinking too precisely on the event of killing Claudius. On the other hand, Fortinbras is ambitious and takes actions for what the believes in. For example, in the letter to the King, Young Fortinbras made it clear that he was going to get back the land his father lost. King Fortinbras’ death gave his son determination and motivation to make his father proud. Unlike Fortinbras, Hamlet just weeps over his father’s death. Hamlet continues to talk about his hatred for Claudius and vows revenge for King Hamlet’s murder, but takes no action in it. In Act III Scene III, Hamlet shows his tragic flaw, procrastination. Instead of taking advantage of the only moment Hamlet has alone with Claudius, Hamlet over thinks the situation and makes up an excuse for himself to not kill Claudius. In contrast to Hamlet’s indecisiveness, Fortinbras knows what he wants and makes it happen. For instance, for Fortinbras’ plan to invade Poland to work, he independently gathered 20,000 men for his army. Even though most of Fortinbras’ qualities contrast from Hamlet, his qualities encourage Hamlet to be at his full potential. Hamlet looked up to Fortinbras and highly respected him. Shakespeare did an excellent job of showing the foil between Fortinbras and Hamlet in his writing.