Honey Mumford Learning Styles Essay Example

Honey Mumford Learning Styles Essay Example Honey Mumford Learning Styles Paper Honey Mumford Learning Styles Paper Honey and Mumford Learning Styles Questionnaire This questionnaire is designed to find out your preferred learning style(s). Over the years you have probably developed learning habits that help you benefit more from some experiences than from others. Since you are probably unaware of this, this questionnaire will help you pinpoint your learning preferences so that you are in a better position to select learning experiences that suit your style. There is no time limit to this questionnaire. It will probably take you 10 15 minutes. The accuracy of the results depends on how honest you can be. There are no right or wrong answers. If you agree more than you disagree with a statement put a tick ( ( ) by it. If you disagree more than you agree, put a cross by it (x). Be sure to mark each item with either a tick (( ) or a cross (x). 1. I have strong beliefs about what is right and wrong, good and bad. A 2. I often act without considering the possible consequences. D 3. I tend to solve problems using a step-by-step approach. D 4. I believe that formal procedures and policies restrict people. A 5. I have a reputation for saying what I think, simply and directly. A 6. I often find that actions based on feelings are as sound as those based on careful thought and analysis. A 7. I like the sort of work where I have time for thorough preparation and implementation. D 8. I regularly question people about their basic assumptions. D 9. What matters most is whether something works in practice. A 10. I actively seek out new experiences. A 11. When I hear about a new idea or approach I immediately start working out how to apply it in practice. A 12. I am keen on self discipline such as watching my diet, taking regular exercise, sticking to a fixed routine, etc. D 13. I take pride in doing a thorough job. A 14. I get on best with logical, analytical people and less well with spontaneous, â€Å"irrational† people. D 15. I take care over the interpretation of data available to me and avoid jumping to conclusions. D 16. I like to reach a decision carefully after weighing up many alternatives. D 17. I’m attracted more to novel, unusual ideas than to practical ones. A 18. I don’t like disorganised things and prefer to fit things into a coherent pattern. D 19. I accept and stick to laid down procedures and policies so long as I regard them as an efficient way of getting the job done. D 20. I like to relate my actions to a general principle. D 21. In discussions I like to get straight to the point. A 22. I tend to have distant, rather formal relationships with people at work. D 23. I thrive on the challenge of tackling something new and different. A 24. I enjoy fun-loving, spontaneous people. A 25. I pay meticulous attention to detail before coming to a conclusion. D 26. I find it difficult to produce ideas on impulse. D 27. I believe in coming to the point immediately. A 28. I am careful not to jump to conclusions too quickly. A 29. I prefer to have as many sources of information as possible the more data to think over the better. D 30. Flippant people who don’t take things seriously enough usually irritate me. D 31. I listen to other people’s point of view before putting my own forward. D 32. I tend to be open about how I’m feeling. D 33. In discussions I enjoy watching the maneuverings of the other participants. A 34. I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance. A 35. I tend to be attracted to techniques such as network analysis, flow charts, branching programmes, contingency planning, etc. D 36. It worries me if I have to rush out a piece of work to meet a tight deadline. D 37. I tend to judge people’s ideas on their practical merits. A 38. Quiet, thoughtful people tend to make me uneasy. D 39. I often get irritated by people who want to rush things. D 40. It is more important to enjoy the present moment than to think about the past or the future. A 41. I think that decisions based on a thorough analysis of all the information are sounder than those based on intuition. D 42. I tend to be a perfectionist. D 43. In discussions I usually produce lots of spontaneous ideas. A 44. In meetings I put forward practical realistic ideas. A 45. More often than not, rules are there to be broken. D 46. I prefer to stand back from a situation and consider all the perspectives. D 47. I can often see inconsistencies and weaknesses in other peoples arguments. A 48. On balance I talk more than I listen. D 49. I can often see better, more practical ways to get things done. D 50. I think written reports should be short and to the point. A 51. I believe that rational, logical thinking should win the day. D 52. I tend to discuss specific things with people rather than engaging in social discussion. A 53. I like people who approach things realistically rather than theoretically. A 54. In discussions I get impatient with irrelevancies and digressions. A 55. If I have a report to write I tend to produce lots of drafts before settling on the final version. D 56. I am keen to try things out to see if they work in practice. A 57. I am keen to reach answers via a logical approach. A 58. I enjoy being the one that talks a lot. D 59. In discussions I often find I am the realist, keeping people to the point and avoiding wild speculations. A 60. I like to ponder many alternatives before making up my mind. D 61. In discussions with people I often find I am the most dispassionate and objective. D 2. In discussions I’m more likely to adopt a â€Å"low profile† than to take the lead and do most of the talking. D 63. I like to be able to relate current actions to a longer term bigger picture. A 64. When things go wrong I am happy to shrug it off and â€Å" put it down to experience†. A 65. I tend to reject wild, spontaneous ideas as being impractical. D 66. It’s best to think carefully before taking action. D 67. On balance I do the listening rather than the talking. A 68. I tend to be tough on people who find it difficult to adopt a logical approach. D 69. Most times I believe the end justifies the means. A 70. I don’t mind hurting people’s feelings so long as the job gets done. D 71. I find the formality of having specific objectives and plans stifling. D 72. I’m usually one of the people who puts life into a party. A 73. I do whatever is expedient to get the job done. A 74. I quickly get bored with methodical, detailed work. A 75. I am keen on exploring the basic assumptions, principles and theories underpinning things and events. D 76. I’m always interested to find out what people think. A 77. I like meetings to be run on methodical lines sticking to a laid down agenda, etc. D 78. I steer clear of subjective or ambiguous topics. D 79. I enjoy the drama and excitement of a crisis situation. D 80. People often find me insensitive to their feelings. D Scoring The Questionnaire You score one point for each item you ticked (( ). There are no points for items you crossed (x). Simply circle the items you ticked on the lists given below. For each column, add up the number of items circled and enter in the total box at the bottom of each column. You should have four separate scores at the end. Guidelines for interpretation can be found overpage. |ITEMS |ITEMS |ITEMS |ITEMS | | |2 |7 |1 |5 | | |4 |13 |3 |9 | | |6 |15 |8 |11 | | |10 |16 |12 |19 | | |17 |25 |14 |21 | | |23 |28 |18 |27 | | |24 |29 |20 |35 | | |32 |31 |22 |37 | | |34 |33 |26 |44 | | |38 |36 |30 |49 | | | |39 |42 |50 | | |43 |41 |47 |53 | | 45 |46 |51 |54 | | |48 |52 |57 |56 | | |58 |55 |61 |59 | | |64 |60 |63 |65 | | |71 |62 |68 |69 | | |72 |66 |75 |70 | | |74 |67 |77 |73 | | |79 |76 |78 |80 | |TOTALS | | | | | | |Activist |Reflector |Theorist |Pragmatist | Understanding Your Results Since the maximum score for each style is 20, at first sight you might conclude that the highest of your four scores indicates your predominant learning style. This however is not necessarily so. Before coming to a conclusion you need to view your scores in relation to those obtained by other people who have completed the questionnaire. Norms, as they are called, have been calculated for various groups of people and you need to decide with which group to compare your scores. If in doubt use the general norms below which are based on the scores obtained by well over a thousand people. The Norms are calculated on the scores obtained by: A: The highest scoring 10% of people B: The next 20% of people C: The middle 40% of people D: The next 20% of people E: The lowest scoring 10% of people Norms for specific groups are detailed over page. |A |B |C |D |E | | |Very Strong |Strong Preference |Moderate Preference|Low Preference |Very Low Preference| | |Preference | | | | | |ACTIVIST |13-20 |11-12 |7-10 |4-6 |0-3 | | | | |mean 9. 3 | | | |REFLECTOR |18-20 |15-17 |12-14 |9-11 |0-8 | | | | |mean 13. 6 | | | Activity Using the table at the bottom of this page shade in the appropriate boxe s according to the scores you obtained for the Learning Styles Questionnaire. An example is given to guide you. For example if you had the following results: Activist 14, Reflector 15, Theorist 8 and Pragmatist 12 your table would look like this: |A |B |C |D |E | | |Very Strong |Strong Preference |Moderate Preference|Low Preference |Very Low Preference| | |Preference | | | | | |ACTIVIST |13-20 |11-12 |7-10 |4-6 |0-3 | | | | |mean 9. 3 | | | |REFLECTOR 18-20 |15-17 |12-14 |9-11 |0-8 | | | | |mean 13. 6 | | | |THEORIST |16-20 |14-15 |11-13 |8-10 |0-7 | | | | |mean 12. 5 | | | |PRAGMATIST |17-20 |15-16 |12-14 |9-11 |0-8 | | | | |mean 13. 7 | | | This demonstrates that even though the raw score for Reflector was the highest, in terms of the norm table the score for Activist indicates that this is the dominant style of learning for this individual. | |A |B |C |D |E | | |Very Strong |Strong Preference |Moderate Preference|Low Preference |Very Low Preference| | |Preference | | | | | |ACTIVIST |13-20 |11-12 |7-10 |4-6 |0-3 | | | | |mean 9. | | | |REFLECTOR |18-20 |15-17 |12-14 |9-11 |0-8 | | | | |mean 13. 6 | | | |THEORIST |16-20 |14-15 |11-13 |8-10 |0-7 | | | | |mean 12. 5 | | | |PRAGMATIST |17-20 |15-16 |12-14 |9-11 |0-8 | | | | |mean 13. 7 | | | Activity Now read the descriptions given for the four styles. You will find these in the Resource Pack section on Learning. We will explore the implications of learning styles in more depth at the first workshop. Learning Styles Questionnaire Cross As indicated earlier there are norms for specific groups. The mean scores are given for each learning style for the various groups below. You can plot your own scores against these mean scores on the LSQ Cross. Instructions are provided on the next page. | |Activist |Reflector |Theorist |Pragmatist | |Sales People |13. 3 |11. 5 |11. 4 |14. | |Trainers |11. 2 |12. 9 |11. 4 |12. 4 | |Marketing |9. 3 |13. 8 |12. 5 |13. 6 | |Eng/Science Grads |8. 6 |14. 2 |12. 2 |12. 7 | |RD Managers |8. 0 |14. 5 |13. 1 |13. 4 | |Production Managers |7. 4 |12. 7 |15. 2 |16. | |Finance Managers |7. 0 |14. 9 |14. 5 |15. 3 | |Female Managers |10. 3 |13. 4 |12. 7 |12. 6 | The above table is adapted from norms provided by Honey and Mumford (1986) A useful way to present your results using the norms given on the previous page is on the LSQ Cross. An example is given below. The solid line represents your scores and the dotted line the scores for a particular norm. This will be useful for activities covered in the first workshop. Here is an example based upon the general norms. In this case the Activist score of 15 is the only one to go outside the dotted line and this immediately indicates a very strong preference for the Activist style. The Pragmatist score of 14 nearly coincides with the dotted line and therefore emerges as a moderate preference. Both the Reflector and Theorist scores of 8 and 7 respectively are well inside the dotted line showing a low preference for those styles. Activity Construct your own LSQ crosses using the general norms and if appropriate norms for a specific group. PRAGMATIST 5 10 15 20 20 15 10 5 5 10 15 20 20 15 10 5 THEORIST REFLECTOR ACTIVIST PRAGMATIST 5 10 15 20 20 15 10 5 5 10 15 20 20 15 10 5 THEORIST REFLECTOR ACTIVIST

Montgomery Bus Boycott Timeline

Montgomery Bus Boycott Timeline On December 1, 1955, Rosa Parks, a seamstress and secretary of the local NAACP, refused to give up her seat on the bus to a white man. As a result, Parks was arrested for violating a city law. Parks’ actions and subsequent arrest launched the Montgomery Bus Boycott, pushing Martin Luther King Jr. into the national spotlight. Background Jim Crow Era laws segregating African-Americans and whites in the South was a way of life and upheld by the Plessy v. Ferguson Supreme Court decision. Throughout southern states, African-Americans could not use the same public facilities as white residents. Private businesses reserved the right not to serve African-Americans. In Montgomery, whites were allowed to board the bus through the front doors. African-Americans, however, had to pay in the front and then go to the back of the bus to board. It was not uncommon for a bus driver to pull off before an African-American passenger could board through the back. Whites were able to take seats in the front while African-Americans had to sit in the back. It was at the discretion of the bus driver to identify where the â€Å"colored section† was located. It is also important to remember that African-Americans could not even sit in the same row as whites. So if a white person boarded, there were no free seats, an entire row of African-American passengers would have to stand so that the white passenger could sit. Montgomery Bus Boycott Timeline 1954 Professor Joann Robinson, president of the Women’s Political Council (WPC), meets with Montgomery city officials to discuss changes to the bus system- namely segregation. 1955 March On March 2, Claudette Colvin, a fifteen-year-old girl from Montgomery, is arrested for refusing to allow a white passenger to sit in her seat. Colvin is charged with assault, disorderly conduct, and violating segregation laws. Throughout the month of March, local African-American leaders meet with Montgomery city administrators concerning segregated buses. local NAACP president E.D. Nixon, Martin Luther King Jr., and Rosa Parks are present at the meeting. However, Colvin’s arrest does not ignite anger in the African-American community and a boycott plan is not devised. October On October 21, Eighteen-year-old Mary Louise Smith is arrested for not giving up her seat to a white bus rider. December On December 1, Rosa Parks is arrested for not allowing a white man to sit in her seat on the bus. The WPC launches a one-day bus boycott on December 2. Robinson also creates and distributes flyers throughout Montgomery’s African-American community concerning Parks’ case and a call to action: boycott the bus system of December 5. On December 5, the boycott was held and almost all members of Montgomery’s  African-American community participate. Robinson reached out to Martin Luther King, Jr. and Ralph Abernathy, pastors at two of the largest African-American churches in Montgomery. The Montgomery Improvement Association (MIA) is established and King is elected president. The organization also votes to extend the boycott. By December 8, the MIA presented a formal list of demands to Montgomery city officials. Local officials refuse to desegregate buses. On December 13, the MIA creates a carpooling system for African-American residents participating in the boycott. 1956 January King’s home is bombed on January 30. The following day, E.D. Dixon’s home is also bombed. February   On February 21, more than 80 leaders of the boycott are indicted as a result of Alabama’s anti-conspiracy laws. March King is indicted as the boycott’s leader on March 19. He is ordered to pay $500 or serve 386 days in jail. June   Bus segregation is ruled unconstitutional by a federal district court on June 5. November   By November 13, the Supreme Court upheld the district court’s ruling and struck down laws legalizing racial segregation on buses. However, the MIA will not end the boycott until the desegregation of buses was officially enacted. December   On December 20, the Supreme Court’s injunction against public buses is delivered to Montgomery city officials. The following day, December 21, Montgomery public buses are desegregated and the MIA ends its boycott. Aftermath In history books, it is often argued that the Montgomery Bus Boycott placed King in the national spotlight and launched the modern Civil Rights Movement. Yet how much do we know about Montgomery after the boycott? Two days after the desegregation of bus seating, a shot was fired into the front door of King’s home. The following day, a group of white men assaulted an African-American teenager exiting a bus. Soon after, two buses were fired at by snipers, shooting a pregnant woman in both of her legs. By January 1957, five African-American churches were bombed as was the home of Robert S. Graetz, who had sided with the MIA. As a result of the violence,  city officials suspended bus service for several weeks. Later that year, Parks, who had launched the boycott, left the city permanently for Detroit.

Everything that Rises Must Converge, Good Country People, and The Essay

Everything that Rises Must Converge, Good Country People, and The Boarding House - Essay Example Most of Connor’s characters are physically or mentally deformed, and they seek redemption at the end. With some sort of epiphany the characters of Joyce emerge from the dark world in which they were doomed to live. The short stories under scrutiny in this paper are Flannery O’Connor’s â€Å"Everything that Rises Must Converge† and â€Å"Good Country People† and Joyce’s â€Å"The Boarding House†. The focus of this paper is on examining how these writers have used symbolism and irony in their writing and how with these the development of relationships among the characters help the authors to convey their messages. Each following paragraph takes up one story for this analysis. In â€Å"Everything that Rises Must Converge† O’Connor introduces a mother who is incapable of realizing the new reality of desegregation. Still living in her romantic fantasy of her past aristocratic mansion, she refuses to see the convergence of a ne w society in which all are equal. In order to highlight this weakness in her character, the author contrasts her with her own son who has accepted civil rights movement and tolerance. This conflict is reflected through a simple event, a bus journey. Right from the beginning of the story the narrator gives close attention to the cap she mother wears: â€Å"She was holding herself very erect under the preposterous hat wearing it like a banner of her imaginary dignity† (Convergence). ... t her habit of sticking to her stubborn past multiplies the inherent weakness in her character: â€Å"â€Å"If you'll never learn where you are,† he said, â€Å"you can at least learn where I am† â€Å"(Convergence). There is no possibility of any form of convergence between the mother and the son. As the story comes to the end, the transforming cultural landscape and the mindscape of the characters come into light clearly focused. The mother â€Å"lived according to the laws of her own fantasy world outside of which he had never seen her set foot† realizes her son (Convergence). The transport, the bus, which carries the whites and the blacks without any discrimination becomes the stage on which the convergence is enacted, finally leading to the tragic death of the mother. The sight of the cap and the dress of the black woman irritate the white mother because they do not reflect the segregation, and her sense of patronizing the blacks in the form of offering mo ney also boomerangs. â€Å"â€Å"Don’t think that was just an uppity Negro woman,† he said. â€Å"That was the whole colored race which will no longer take your condescending pennies†Ã¢â‚¬ , reminds her son (Convergence). The son, though he has accepted desegregation, is also not able to strip his modern views and converge to preserve the mother-son relationship. In â€Å"Good Country People† Connor makes her theme more complex, though here again the story is about the relationship between a mother and her daughter. It is complex because a daughter with an artificial leg, but possessing a philosophical mind, struggles to experience joy, though her name is ironically Joy. With Nitcshe deep in her blood, and with her PhD in philosophy, everything is nothing in her life. The artificial leg is highly symbolic in the story as it

Informatin systems in business Assignment Example | Topics and Well Written Essays - 3000 words

Informatin systems in business - Assignment Example The results provide an exploratory factor analysis of UTAUT model, demonstrating reliability and validity of the scales of the stated constructs, confirming if the model is a valuable measurement tool for evaluating the users’ intention of use of smartphones. Background to the study Controversies have come up lately over which smartphone is the best to use. Depending on the purpose that one would like to put his smartphone into, preferences are different for different people. According to the article, Blackberry versus iPhone: Which is better for business users? Articles by Hunter Skipworth (2010), show that businessmen have favored Blackberry for long very an iPhone. However, it is clear that the Apple has made an effort to introduce an enterprise feature which is more likely to make it the favorite for many whose attitude is futurists. With iPhone gaining stability due to its fast software update, Blackberry too has its own outstanding merits that make it marketable still. I t is for these and many more reasons that this study was done to analyze the factors determining intention of use of a particular smartphone and not the other one. ... Various major features of Smart phones were investigated to come up with conclusive factors about what really is the key influence of people’s intentions to use smart phones. These features include the keyboards, speed, screen sizes and resolutions software updates, hardware simplicity, battery life, screen type and many more. The questions of study considered are: 1. What makes a certain smart phone the preference for many? 2. What is the difference in intentions and actual usage of different smart phones? 3. How do these intentions relate with 1 above? UTAUT Model Development This study is to illustrate that the Unified Theory of Acceptance and use of Technology (UTAUT) model captures the factors impacting upon the intention and actuality of the use of smart phones. Its aim is to explain users’ intentions to choose and use a certain information system and the factors that affect the usage intentions. It proves the general factual and theoretical basis for understandin g a users’ attitude and acceptance of using an information system. People always have a certain attitude towards a new technology based on factors like experiences, routines, and even .habits (Bandura, 1986). Fig1: The UTAUT model. Source: Taylor & Todd, 1995. The model was developed by reviewing constructs of eight models that had been used to explain behavior of using Information Systems and Technology. These eight constructs that were consolidated are; Theory of Reasoned Action(TRA) (Fishbein & Ajzen, 1975) and Technology Acceptance Model (TAM) ),Motivational Model (MM) ) (Davis et al.,1992), the Theory of Planned Behavior (TPB), a combined theory of planned behavior/technology acceptance model, Social Cognitive Theory, Innovation

Children Immigrants Essay -- Immigration History Italian Child Labor E

Children Immigrants Immigrant children did not live an easy life in the nineteenth century. Most children were never educated. Italian children immigrants were rarely put through schooling. However, Eastern European Jewish immigrants looked at public schooling as their best way to help their children enhance their potential in life. Chicago, Detroit, and New York City had large populations of Jewish and Italian immigrants. The conditions of the children in all three cities were similar yet different with cities in which they lived in. Jewish and Italian immigrant children had to overcome many obstacles during their adjustment to American life in the nineteenth century. Italian immigrants' children were cast into adult life at a very early age. Many of these children worked in their homes. 'They 'take out' work from sweatshops to their homes, where at times they work twelve, fourteen and sixteen hours a day finishing pants, or overalls, or children's jackets and knee pants for fifty or sixty cents a day'(The Italian girl in Chicago). An average day of work was usually like this with grueling twelve to sixteen hours. Italian children in the city of Chicago were likely to marry at a young age. Italian children also seemed to question their father?s authority and their religion. ?Children of Italian parentage seem to repudiate the language, religion, and customs of their fathers more often than do the children of other foreign groups? (The second generation). It is prevalent that the Italian culture is carried in their children. These Italian children formed a generation gap. ?Though as rule they do not mix with their American schoolmates outside the classroom, they quickly acquire an Americanism which is in violent contrast to the customs of their parents? (The second generation). Italian children often found themselves caught between their culture and authority of the schools and their families. School had a way of causing Italian children to feel inferior to those who spoke English as their first language. Italians who could master English had enable them to break free from their Italian neighborhoods and venture into Chicago. There were different expectations that pertained to boys and girls of Italian decent. Southern Italian girls in Chicago were guarded more strictly than the same Italian immigrant girls from the north side. Italian immig... ...ntity Explorer: Immigrations and Migration CD-ROM. New York: McGraw-Hill/Primis, 1998. ?Tenement Homework, New York, 1912? New York/Italian/At home. American Identity Explorer: Immigrations and Migration. Kenneth Waltzer and Kathleen Geissler, Curators. CD-ROM. New York: McGraw-Hill/Primis, 1998. ?Girls on the street, 1979? New York/East European Jewish/Inter group relations. American Identity Explorer: Immigrations and Migration. Kenneth Waltzer and Kathleen Geissler, Curators. CD-ROM. New York: McGraw-Hill/Primis, 1998. ?Bishop School Class, 1906? New York/East European Jewish/ Socialization. American Identity Explorer: Immigrations and Migration. Kenneth Waltzer and Kathleen Geissler, Curators. CD-ROM. New York: McGraw-Hill/Primis, 1998. ?The Second Generation, 1939? Chicago/Italian/ Socialization. American Identity Explorer: Immigrations and Migration. Kenneth Waltzer and Kathleen Geissler, Curators. CD-ROM. New York: McGraw-Hill/Primis, 1998. ?Italian Neighborhoods in Detroit, 1939? Detroit/Italian/In the streets. American Identity Explorer: Immigrations and Migration. Kenneth Waltzer and Kathleen Geissler, Curators. CD-ROM. New York: McGraw-Hill/Primis, 1998.

Marxist, Neoclassical and Deep ecologist theories of ecological crises

According to Marxist theory the fundamental causes of environmental degradation is the mode of production that comes into contradiction with the natural processes. It is only capital accumulation that is taken into consideration, but the value of environment is given little attention. The mode of capitalist production is designed in such a manner to yield the biggest returns in terms of profits within the shortest time possible. This mode of production does not integrate the natural process.The capitalistic growth does not consider the time required for the resources to regenerate or formation. The mode of production has also been spread over the globe and does not respect the already existing social organizations (Kovel, 2007). The production and supply of energy is supposed to go ahead without interfering with the natural environment including the flora and the fauna. Marxist approaches argue that environmental degradation does not result from lack of wisdom in capitalist mode of p roduction, but result due to the logic that underline the system.The call for environmental protection that would result to qualitative growth as advocated by social democrats is stymied by the logic of capitalists (Eckersley, 2005). The flow of individual capitalist is determined by the rationality of capitalists, but the whole system become irrational due to competition among capital, innovative processes to improve on the mode of production and save on raw materials that does not materialize due to unfair competition. For this reason there is nobody who cares for the welfare of the environment and thus water, soil, air are polluted.Unfair competition has resulted to overproduction problems. This means that natural resources are overexploited into production of non profitable goods and services. Violations of environmental regulations have resulted due to this unfair competition in search of super profits (Kovel, 2007). This can be identified by such criminal behavior of use of su bstances that have been inadequately tested, use of harmful and toxic substances, dumping of toxic wastes in unauthorized places, use of chemical labels with false statement (Eckersley, 2005).Marxist theory of imperialists metropolises argue that most advanced environmental degradation resulting from economic growth is in the most developed countries. There is economic exploitation due to economic quantification of social, natural and historic substrata in these countries is governed by commodity production which has resulted to fragmentation of social processes which were used in production there is competition among owners of the centralized properties which have led to environmental problems in imperialist countries.There is much use of land to create business premises, industries, theme parks and other structures which have facilitated much traffic and commuting time, but the structure of needs have not been changed. There is much traffic congestion in these metropolitan areas d ue to traffic policing on the private cars on the use of petroleum fuel. This is a threat to these places (Eckersley, 2005). Centralization of property has demanded building of energy firms especially nuclear power stations and fossil fuels which are a threat to the air quality and are not rational in economic use of energy.In market production they see it advantageous to throw away, burn, flush out what they consider unimportant and this have contributed to waste problem (Kovel, 2007). The consequences of this is much waste in the environment a characteristic of capitalist overabundance which have resulted to environmental problems of; urban sprawl, destruction of ecological systems over congestion, air pollution, release of radioactive substances building up of toxic substances and wastes etc (Benton, 1996). The environmental failures cannot be corrected by capitalism.The environmental resources of water, air, soil, and wood are wasted polluted and degraded often without control b y capitalism these environmental resources are considered as exogenous factors in economy i. e. they are factors of making profit. The limited nature of natural resources is seen by those buyers of them but the sellers interest is to expound on them and don’t see the need to safeguard them. The current push for capitalist is deregulation that is controlling to the attempts made of controlling the exploitation of the natural resources.Otherwise they are contemplated on false premise that the good profits (environmentally friendly) and bad profits can be distinguished on the laws of value. The imperialist countries have designed their structure of the economy as to give end of pipe solution already when the harm has already been done. This has very little remedies to the environmental problems. The consumers within capitalist production have been shaped and have aggravated ecological crisis. The individual change however can contribute very little in searching for the solution of environmental degradation (Benton, 1996).Ecological problems in developing countries have been seen to be as a result of poverty. According to Marxist poverty in these countries is as a result of imperialist action and their economic policies but is not an outcome of fate. Environmental problems in imperialist countries are as a result of affluence and not due to market economy. The poor people have become the victims and agents of environmental degradation. In most developing countries there is shortage of basic commodities especially fuel, food and water.The environmental problems faced by the developing countries have the origin of capitalist production. Imperialist countries have dominated the world market and depend on developing countries for raw materials of their industry and this have contributed to overexploitation of natural resources in these countries. The imperialist countries have designed economic structure that are dependent on the world market and have imposed t hem to the developing countries. For this reason the environmental resources are chosen on this basis for export to facilitate production in the imperialist countries.The pressure falls on the poor people in their environments. The impact of exploitation of environmental resources is widely felt in developing countries than in capitalist metropolises. According to Marxist environmentally degrading dynamics and organizing contradictions of World Bank are carried to the developing countries. The actions of the World Bank are devastating and incorporable weaker forces oppose it . raw materials are exploited for world market and there is parallel development of such things like roads, power –plants etc.There is also heavy clearance of land to pave way for pasture land or farm land to produce products for export and use of pesticides, chemical fertilizers that have resulted to pollution. The action of the World Bank raise a question about the poor people since they are pushed to r egions marginalized and therefore burns forest to pave way for farming. Cutting hillsides settling in flood prone areas or in arid zones etc contributing to ecological crisis (O'Connor, 1997). According to Marxist this question about the growth of cities in the developing countries is causing environmental problems.These cities have also resulted to waste disposal problems since dump wastes in unauthorized places. There are also energy shortages in these countries. The problems of the developing countries are aggravated by debts to imperialist countries and World Bank which often mean exploitation of more resources for export and thus increase in the level of poverty capitalist countries also transfer hazardous materials into the developing world and therefore pollute their environment. According to Marxist seeking to solve environmental problems of the developing world is a serious problem that often does not materialize.Credits and debts given to them only compound the problem and what is supposed to be done is reduce depending on the imperialist countries (O'Connor, 1997). The system of bureaucratic societies has also resulted to similar environmental problems as in imperialist countries. The reason for this is that they have only overcome the capitalist laws of value only partially but they have depend on capitalist and world market dependency on technological progress of the imperialist economies has also contributed to environmental degradation. Bureaucratization was expected to develop a social economy but it eliminated democracy.The issue of environments was only addressed in small departments. Deep ecology is based on the idea that the environment is supposed to stay intact and does not exist to serve human beings. According to deep ecology species have the right to exist no matter the unfaithfulness to their human being (Orton, 1999) Deep ecology places value on biodiversity which is necessary to the flourishing of both living and nonliving. Accordin g to this approach the origin of ecological crisis can be located on the systems of human beliefs, i. e. either religious or philosophical. Human beings are seen to dominate nature (O'Connor, 1997).According to the deep ecologist the right to live for all living things is universal and cannot be quantified. Therefore even human beings cannot be excluded from biotic community. It is believed that members of biotic community are supposed to preserve its integrity beauty and stability (Orton, 1999) Deep ecology shows that the civilization of human beings has damaged the integrity of nature. Ecosystem can absorb limited amount of water only if they do not exceed the carrying capacity. Through this approach ecologist have shown that human activities have changed the biosphere from its natural state.Deep ecologist gives holistic approach to environmental problems. The field of deep ecology uses two approaches i. e. scientific and deep ecology. Scientific ecology explains the relationship between living species of the earth and the environment (Orton, 1999). The field uses four directions i. e. Spirituality, Ideas, Feelings and Action. Spirituality tries to explain our relationship with what we see as sacred. Live here is seen as being sacred and it is believed that the power of life acts through the work of the earth recovery. Ideas on the other hand are based on idea that we are parts of nature rather than outsiders of nature.As part of nature we should use the ability to develop the ecosystem rather than destroy them. We should be the stewards of the environment rather than have dominion over it. Feelings unable us to see the state of the nature since we are part of it. As stewards we act according to these feelings. As environmental stewards we act for live (Orton, 1999) Marxist, Neoclassical and Deep ecologist theories of ecological crises. Neoclassical theory originated from several abstraction i. e. individualistic utility theory, firm theory and market theory . .Neoclassical values economy more other than anything else.Ecosystem is seen as just mere elements within the economy. In contrast to Marxist theory and deep ecology, neoclassical do not recognize the physical limits of nature and therefore they support for infinite growth. They hold that he failure that have resulted to ecological crisis occur due to lack of market values. However neoclassical economics have tried to integrate environmental issues in the market systems. This is contrary to Marxist theory, where Marxist sees all the environmental issues as a result of capitalism production. Neoclassical economist believes that markets will make everything right.In reality neoclassical do little to account for value of environment (Laferriere & Stoett, 1999). According to neoclassical economics market failures occur in three instances i. e. externalities, imperfect structure and public goods. Externalities in neoclassical economic approaches, crisis results due to negative external ities that result to inefficiency in the market. In this approach what is considered to be an externality is something that is external and is not determined by the nature. An example is where waste effluent from a firm is discharged into a water course resulting to water pollution.According to neoclassical economics this only happens because the value of the community water is not accounted for in the cost of production since this value is not available in the market tot be purchased by the community (Laferriere & Stoett, 1999). . This is contrary to Marxist theory and deep ecology approach. Marxist theory argues that such ecological crisis does not arise because of lack of wisdom but money driven factor which are aimed at maximizing profit. Deep ecology on the other hand has explained our actions towards the environment using the four directions as mentioned earlier.In this approach our actions towards the environment should be that of stewardship and such actions of discharging e ffluent into water body does not support the integrity, beauty and stability of nature and therefore this is wrong. According to Marxist theory, the environment is therefore undervalued, unprotected and polluted. Even where neoclassical economics call for internalizing the externalities so that amount of pollution is obtained. It is contrary to deep ecology since deep ecology support for the integrity of nature (Plumwood, 2002).The denial that externality only results from diversions from the real world lead to structures that are irrelevant to all the living things and the environment according to deep ecology approaches to ecological crisis. This is because it is only in the real world human being and other species live and therefore the models do not prescribe solutions to the problems that already exist in it. Moreover environment is treated as a thing that can be abstracted, exploited according to this approach of negative externalities regardless of the fact that it is dynamic living component.To place value on the environmental components so that they can be internalized in market it is contrary to Marxist theory since this value is placed only due to individual preferences. Such evaluation of environmental goods is hypothetical markets, contingent market valuation etc which have resulted to interference with the integrity of nature since nature is complex and human being cannot successfully value it. In neoclassical economic methods it remains clear that environment is a commodity that can be substituted once hedonic pricing and anthropocentric allocation of prices has been successfully determined (Plumwood, 2002).The values of natural resources are not prioritized by the market mechanism and it is only the exchange value base that is considered (Laferriere & Stoett, 1999). This is in contrast to deep ecology since resources under this doctrine should be part of nature and they have value in themselves and should be allowed to pursue their own good. In contrary resources are valued if they bring environmental benefits that can be evaluated or economic benefits according to neoclassical economists.It therefore means that species with no use value which have been attached to them have no any effect on optimal allocation of resources. Human beings have limited knowledge about the biodiversity, biophysical and therefore optimal valuation of the components of the environment often leads to irrational choices. Therefore market failure is not the problem or the one that brings the conflict between environment and the economic activities. The conflict merely arises due to impossibilities of the market structure to place a reasonable value of all the components of the environment in the real world (Plumwood, 2002).Ecological crisis have resulted to irreversible changes to earth and its inhabitants. Damage to the environment has threatened many species of the earth. Initially the issue was infinite growth which cannot be supported by our f inite earth. The threats created by ecological destructions can be dealt with by altering the concepts of economic growth . this is in contrast with neoclassical approaches that support market economies and holds that the crisis are due to market failure (Foster, 1997).The ecological crises are threatening the species of the earth. According to Marxist and deep ecologist crisis result from human activities that impact on the earth. According to Marxist there is need to change the mode of production and there is no need to wait for scientific evidence of their ecological consequences. However this is contrary to neoclassical economics where some firms are still maintaining harmful production techniques with little technological innovations the technological progress instead is acting on environment and destroying it.The industrial revolution of the 19th century resulted to production of much waste that polluted the environment. The wastes had consequences of degrading the environment and also threatening the health of all human being especially occupational workers since 19th century ecological degradation has become fast and furious. Ecological degradation is an outcome of technological advancement with little care of nature. This occurred on the eve of 19th century with innovation of cars petroleum use, the rise of chemical industry and agricultural sectors with heavy use of fertilizers and pesticides.The issue of planned economics and industrialization of the third world has also contributed to qualitative leap of resources (Benton, 1996). Deep ecologist has deep understanding of the nature. Marxist on the other hand analyzed the society and excluded co-evolutionary understanding of the relationship between nature and human beings. According to deep ecology analysis of nature the two cannot be vied as separate entities or independent bodies. Rather, sees the two as co-evolutionally and they change each other in dynamic processes.The historical forces and soc ial forces forms the basis in which human beings treat the environment Marxist’s assert that historical materialism in economic degradation is designed with structures that are degrading environment systematically and are exceeding the carrying capacity of the earth (Burkett, 1999). This is contrary to the views of neoclassical economists. Therefore they have caused much environmental degradation instead of establishing a co- evolutionary relationship.For Marxist there is both crisis of nature and social crisis that have resulted to ecological crisis. The ecological crisis has resulted due to the mode of production and reproduction that are designed to exploit the resources (Burkett, 1999). Marxist theory agree that human being have become both agents and victims of the ecological crisis and this has been evidenced by; social alienation malnutrition and pollution and poisoning to the environmental components in which human being depend and also see capitalism as being as spec ific historic form.( Benton, 1996). Bourgeois society which is criticized Marxist but supported by neoclassical economics is created by capital which also results to appropriation of nature and the social bonds to the members of the society. The great civilization of man results to nature being seen as an object for human beings, which is supposed to be utilized and fail to be recognized (Burkett, 1999). The discovery of the laws of the nature is seen as merely ruse in order to subjugate it to human needs as objects of utilization or facilitate production.Bibliography Barry J, Eckersley (2005): The State and the Global Ecological Crisis. ISBN-13: 978-0-262-52435-3, MIT Press. Benton T (1996): The Greening of Marxism. ISBN 157230118X. Guilford Press. Burkett P (1999): Marx and Nature: A Red and Green Perspective. ISBN 0312219407, St. Martin's Press. Eckersley R (2004): The Green State: Rethinking Democracy and Sovereignty, ISBN 0262050749, MIT Press. Foster, John Bellamy (1997): The Crisis of the Earth. Organization & Environment (journal), Vol. 10, No.3, 278-295 DOI: 10. 1177/0921810697103003 Kovel J (2007): The Enemy of Nature, ISBN: 9781842778715 Laferriere E, Stoett J (1999): International Relations Theory and Ecological Thought: Towards a Synthesis, ISBN-13: 978-0415164795, Routledge. O'Connor J (1997): Natural Causes: Essays in Ecological Marxism. SBN 1572302739, Guilford Press Orton D (1999): Deep Ecology and Criticism, ISBN: 0-8476-8929-8, Littlefield. Plumwood V (2002): Environmental Culture: The Ecological Crisis of Reason. ISBN 0415178770, Routledge

Essay about The Harmful Effects of Pornography - 1626 Words

Whether pornography is an excuse to make acts of violence public? A big number of famous scholars, no matter men or women, have given their opinions. Each of them has their own view, but we can sort them into two groups, which are against to serious censorship and willing to convict and uproot pornography. Because of pornography, women’s status can never be equal to men’s. Recently, a revolution about the perception of moral values comes out in the world, which refers to how deep the changes of the method people think and act. Media have continuously played a big role in processing those changes in the revolution. Whereas, a lot of changes have been much worse. New violations of human dignity and Christian ideals have taken place.†¦show more content†¦The good and bad of pornography will be pointed out in this essay. 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