Research essay Example | Topics and Well Written Essays - 1250 words

Research - Essay Example This article discusses whether the drinking age of alcohol in the US should be lowered from 21 to 18 years. Alcohol is made when fruits, grains or vegetables are fermented. This process uses yeast or certain types of bacteria to convert the sugars used in the foods into alcohol. This process means that alcohol is a natural product that should not raise concern on the need for its use to the people. Alcohol that is taken is absorbed in the bloodstream of the individual and thus affects the central nervous system that includes the brain, and the spinal cord. The central nervous system is important since it controls practically all body functions. At 18 years, the human brain of the teenager is still in the developing stage, which means that drinking at this stage can have severe effects in the future of the individual. Alcohol is a known depressant and at the age of 18 years, it slows the functioning of the central nervous system. At 18 years, alcohol consumed actually blocks some of t he messages trying to get to the brain. This in turn changes an individual's perceptions, sentiments, movement, hallucination and hearing (Cima 2). United States recognizes 18 as the official adult age. At this age, people should be allowed to make their own decision about alcohol consumption. When an individual turns 18 years, they are allowed to receive the rights and responsibilities of an adult such as voting, smoking cigarettes, serve on adjudicators, marry or get married, sign legal contracts, can be prosecuted as grown person, and are allowed to join the military that takes into account risking an individual’s life. Lowering the recommended drinking age from 21 to 18 years would allow more people especially those between the ages of 18 to 20 years to take alcohol in a safer manner in regulated environments without supervision. When the government prohibits this age group from drinking in public places such as restaurants, bars, and other licensed locations, they will d rink in unrestricted places such as fraternity houses or house parties, places where they may be exposed to binge drinking and other unsafe behaviors. Taking alcohol in fraternity houses is dangerous since people in these social places tend to engage in games such as excessive alcohol drinking games, speedy drinking of alcohol that puts persons at risk of acquiring alcohol poisoning which can be fatal (Cochran 2). Most road accidents occur during the first few years of legal drinking regardless of the drinking age. According to the traffic act of the United States and the National Center on Addiction and Substance Abuse at Columbia University, the age bracket between the ages of 21-24 years had the most number of involvements in road accidents while drunk. Majority of the victims had blood alcohol concentrations of more than 0.08, comprising of more than 35%. In order to offset these traffic accident fraternities by 21%, the legal age for drinking alcohol should be lowered from the ages of 21 to 18years. Comparative research shows that countries with the recommended drinking age of 18 years have lower number of traffic accidents caused by drunken driving (The National Center on Addiction and Substance Abuse at Columbia University 1). If the recommended alcohol drinking age were lowered from 21 to 18 years, it would make consumption of alcohol less of a taboo for grownups’ that are newly joining college and the workforce. Moreover,

Answer the history eassy questions Essay Example | Topics and Well Written Essays - 4500 words

Answer the history eassy questions - Essay Example The human civilizations on the banks of the great rivers suffered from seasonal variations of flood and dryness and so their early wall defences and storage systems helped to even out the extremes. Also, by introducing irrigation systems they were able to extend the reach of their agriculture, making wider and wider margins of cultivable fields. The more crops they had, the more people they could sustain, and the more armies they could form, which had the disadvantage of facilitating wars. There was also competition for the water resource which caused tensions between different groups. Sometimes irrigation disturbed the water flow further downstream and this caused conflict and hardship when water was in short supply. The Egyptians had the most effective and long lasting leadership and this may have something to do with the way that the leaders were absolutely tied in with religious beliefs. The people regarded them with awe, and worshipped them as gods. The rulers also amassed considerable wealth through trade and the capturing of a great many slave workers, and they consolidated their power through strategic marriages and excellent diplomacy. Government and religion were merged together in a system called Theocracy which means that the gods are in charge in Egypt, Mesopotamia and China. Kings and priests worked together and there is evidence of this in the Pyramids, which are the burial places for the priest/king rulers known as Pharaohs. Their mummies and tombs show pictures of how they ruled. Chines rulers founded dynasties, passing power on from one generation to the next. There are relics such as books and vessels which show Chinese civilization was very advanced. The â€Å"Mandate of Heaven† is assumed to last for a certain period with each dynasty, until people rebel, and a new dynasty takes over. The rulers created stability so that the population could produce good crops and develop societies. Different

Quantitative And Qualitative Research Techniques And Procedures Psychology Essay

Quantitative And Qualitative Research Techniques And Procedures Psychology Essay The term research is usually used interchangeably with investigate, study, explore examine and make inquiries of a specific topic. In general terms, research can be defined as the gathering of data, information and facts for the advancement of knowledge. The Princeton University wordnetweb published some interesting definitions of research including: Attempt to find out in a systematically and scientific manner; Systematic investigation to establish facts inquire into or a search for knowledge; In the scientific and academic terms however, the common use of the team tends to refer to the definition of research in a scientific context where it is used to mean performing a methodical study in order to prove a hypothesis or answer a specific question. This scientific understanding and application of research assumes a research process which involves manipulation of the variables in general with exceptional of process that use case studies and pure observational science for which this generalization does not always hold true. Research methods are technique(s) for gathering data (Harding, 1986) and are generally dichotomized into being either quantitative or qualitative. It has been argued that methodology has been gendered (Oakley, 1998), with quantitative methods traditionally being associated with words such as positivism, scientific, objectivity, statistics and masculinity. In contrast, qualitative methods have generally been associated with interpretive, non-scientific, subjectivity and femininity. C. R. Kothari categories research methods into three main types depending on purpose, area of focus and research approach: i. Depending on its purpose, research is said to be exploratory research which is also divided into two subtypes of descriptive and analytical research. This type of research is purposed to and structured to identify new problems or relationships between phenomena. Thus, it is aimed at describing the state of affairs as it exists and it is usually done through survey to get new facts which are analyzed to find new connections: ii. Based on the focus and the result of the research process, we do find the Constructive research also known as applied research. This type of research is used to develop solutions to practical problem at hand. In this same category, there is Empirical research through which researchers tests the feasibility of a solution using observed data: iii. Based on the approach, research can also be categorized as qualitative or quantitative. This categorization is based on the research methods used. The choice between the two is based on the properties of the subject matter and or the objective of the research. (C. R. Kothari 2004). Those two are the most commonly used categorisations and form the main schools of thought in research. Although they are commonly used together in complex research processes, the merits of one of over the other hotly debated especially in the field of social science research. Due to the scope and space limitation, I do not intend to cover the entire field of scientific research. The reminder of this paper will therefore focus on the examination of these two methods in iii above Looking their key characteristics, date collection and analysis methods, and identifying the respective advantages and disadvantages, validity level and the discussing the contemporary usefulness on the two methods in the research process. Quantitative Research Techniques and Procedures Qualitative analysis is a process that is often the precursor to quantitative, statistical work; a process to make the tacit underpinnings of an issue explicit; a process you can use to deepen your understanding of complex social and human factors that cannot be understood with numbers; a process that helps you figure out what to count and what to measure (Kerlin, 1999, p. 1). Some of the common methods of carrying out quantitative research are surveys and observations. Surveys are commonly carried out either the respondent or the researcher filling in questionnaires. While observational research involves the research watching or observing various behaviors and patterns. Mary other different kinds of quantitative research methods are used besides the surveys and observations. More complicated forms of quantitative research are experimental research or mathematical modelling research (Peter J.P. Donnelly J.H, 2000). In the social sciences, quantitative research refers to the systematic empirical investigation of quantitative properties and phenomena and their relationships. The process will involve the development and use of the different mathematical models, theories and/or hypotheses pertaining to phenomena to measure empirical observation and mathematical expression that evidence the quantitative relationships. Although this research approach is commonly used in the social sciences such as psychology, sociology and anthropology, quantitative research mathematical sciences such as physics is also quantitative by definition, though this use of the term differs in context. In the social sciences, the term relates to empirical methods, originating in both philosophical positivism and the history of statistics, which contrast qualitative research methods. (http://en.wikipedia.org) One of the key characteristic of quantitative research is that it Involves analysis of data like numerical date, word, pictures and objects. (Miles Huberman (1994) Qualitative Research Techniques and Procedures Qualitative research is a generic term for investigative methodologies described as ethnographic, naturalistic, anthropological, field, or participant observer research. It emphasizes the importance of looking at variables in the natural setting in which they are found. Interaction between variables is important. Detailed data is gathered through open ended questions that provide direct quotations. The interviewer is an integral part of the investigation (Jacob, 1988). This differs from quantitative research which attempts to gather data by objective methods to provide information about relations, comparisons, and predictions and attempts to remove the investigator from the investigation (Smith, 1983). According to Andrew (2007), qualitative research is a method of inquiry appropriated in many different academic disciplines, traditionally in the social sciences, but also in market research and further contexts. Qualitative researchers aim to gather an in-depth understanding of human behavior and the reasons that govern such behavior. The qualitative method investigates the why and how of decision making, not just what, where, when. Hence, smaller but focused samples are more often needed, rather than large samples. According to Andrew (2007), qualitative research is used to denote approaches which are supported by a set of hypotheses concerning the way the social world functions. It deduces many of its basic principles from the perspective that there are fundamental differences between the science of human world and science of natural world and consequently needs to use distinctive methods. Here, attention is focused upon looking at the world through the eyes of studied objects and upon evolving concepts and theories which are grounded in the collecting data. So, qualitative research connected with own accounts of the individuals of their attitudes and behavior. The significance of qualitative research consists in setting stress on describing, understanding complex phenomena. It investigates, for instance, the relationships and patterns among factors or the context in which the activity happens. It is concentrated on understanding the full many-dimensional picture of the subject of investigatio n. Qualitative methods produce information only on the particular cases studied, and any more general conclusions are only hypotheses (informative guesses). Qualitative research is aimed at deepening our understanding about phenomenon, and will usually involve going beyond surface analysis of numbers and the statistics to the deeper meaning behind story being told by the numbers. It aims to gives the reasons and establishes causal relationships. It is often contrasted to quantitative research which focuses on the quantitative elements of phenomena. In practice however, the two methods are often used together to get to the bigger picture. Face-to-Face Interviews and Focus Groups The most common forms of qualitative research are face-to-face interviews and focus groups. Face-to-face interviews are just that: Meeting someone in person and discussing various issues. The informant or person you are interviewing may be an expert in a particular field (e.g. the editor of a newspaper) or they may be someone who is affected by the issues you are researching (e.g. someone who is HIV positive or who reads the media). Focus groups involve discussions with two or more participants. While questions for focus groups need to be prepared to guide and focus the discussions, the responses are often free-ranging, as the participants are encouraged to explore the issues at hand in an in-depth way. While focus groups and interviews will help you develop explanations for quantitative data, sometimes they can provide you with quantitative data themselves Basic Differences between Quantitative and Qualitative Research Techniques Quantitative and qualitative research methods differ primarily in: their analytical objectives the types of questions they pose the types of data collection instruments they use the forms of data they produce the degree of flexibility built into study design The key difference between quantitative and qualitative methods is their flexibility. Generally, quantitative methods are fairly inflexible. With quantitative methods such as surveys and questionnaires, for example, researchers ask all participants identical questions in the same order. The response categories from which participants may choose are closed-ended or fixed. The advantage of this inflexibility is that it allows for meaningful comparison of responses across participants and study sites. However, it requires a thorough understanding of the important questions to ask, the best way to ask them, and the range of possible responses. Qualitative methods are typically more flexible that is, they allow greater spontaneity and adaptation of the interaction between the researcher and the study participant. For example, qualitative methods ask mostly open-ended questions that are not necessarily worded in exactly the same way with each participant. With open-ended questions, participants are free to respond in their own words, and these responses tend to be more complex than simply yes or no. In addition, with qualitative methods, the relationship between the researcher and the participant is often less formal than in quantitative research. Participants have the opportunity to respond more elaborately and in greater detail than is typically the case with quantitative methods. In turn, researchers have the opportunity to respond immediately to what participants say by tailoring subsequent questions to information the participant has provided. Merriam (1988) provided a basis for differentiating qualitative and quantitative research techniques based on their characteristics. Characteristics of Qualitative and Quantitative Research Point of Comparisons Qualitative Research Quantitative Research Focus of research Quality (nature, essence) Quantity (how much, how many) Philosophical roots Phenomenology, symbolic interaction Positivism, logical empiricism Associated phrases Fieldwork, ethnographic, naturalistic, grounded, subjective Experimental, empirical, statistical Goal of investigation Understanding, description, discovery, hypothesis generating Prediction, control, description, confirmation, hypothesis testing Design characteristics Flexible, evolving, emergent Predetermined, structured Setting Natural, familiar Unfamiliar, artificial Sample Small, non-random, theoretical Large, random, representative Data collection Researcher as primary instrument, interviews, observations Inanimate instruments (scales, tests, surveys, questionnaires, computers) Mode of analysis Inductive (by researcher) Deductive (by statistical methods) Findings Comprehensive, holistic, expansive Precise, narrow, reductionist However, there is a range of flexibility among methods used in both quantitative and qualitative research and that flexibility is not an indication of how scientifically rigorous a method is. Rather, the degree of flexibility reflects the kind of understanding of the problem that is being pursued using the method. Merits of Quantitative Analysis The use of surveys permit a researcher to study more variables at one time than is typically possible in laboratory or field experiments, whilst data can be collected about real world environments. The usefulness of a survey is that the information you get is standardized because each respondent the person who fills out the questionnaire is answering the exact same questions. Once you have enough responses to your questionnaire, you can then put the data together and analyze it in a way that answers your research question or what it is you want to know. Since case studies follow a structured format, different situations can be compared or analyzed comparatively. Case studies are typically short (often no more than 5 pages long) and usually only contain the essential information needed to present a situation and, if necessary, to describe and properly analyze a problem. Quantitative data can determine when students have achieved or failed a task, and they can provide national ranking, percentiles, and allow researchers to conduct comparison analyses. Nevertheless, they cannot provide the total picture of why a particular student has either succeeded or failed (Burnaford et al., 2001; Gall et al., 1996 and Mc Bride Schostak, 2000). In quantitative research, the researcher neither participates in nor influences what is being studied; thus, he/she examines the circumstances objectively. In some qualitative research, the researcher may play a more subjective role and participate by being immersed in his/her research. That is, the observer may be the teacher or the facilitator. This role is often the case with when action research, case studies, and focus groups are used in educational research. Advantages of surveys Good for comparative analysis. Can get lots of data in a relatively short space of time. Can be cost-effective (if you use the Internet, for example). Can take less time for respondents to complete (compared to an interview or focus group) Specific concrete example; Can help with problem solving; Are often interesting to read. Demerits of Quantitative Analysis A key weakness of quantitative analysis is that it is very difficult to realise insights relating to the causes of or processes involved in the phenomena measured. There are, in addition, several sources of bias such as the possibly self-selecting nature of respondents, the point in time when the survey is conducted and in the researcher him/herself through the design of the survey itself. It could be argued that the quantitative researcher is more precise, but the response would be that with people it is not possible to be so precise, people change and the social situation is too complex for numerical description. Quantitative research has a tendency to clarify where clarification is not appropriate. (Mc Bride Schostak, 2000, pp. 1-2) Disadvantages of Surveys Responses may not be specific. Questions may be misinterpreted. May not get as many responses as you need. Dont get full story. Can take time to develop; Depending on format, may need some level of good writing skills; Do not usually give broad overview of issue at hand. Merits of Qualitative Techniques The approaches of the qualitative research differ from the methods of the quantitative research. Quantitative methods have their aim in dividing into clearly defined parts, or variables. When we research an issue which we know how to quantify, for example, what can be quantified for sure, we may leave out the factors which are crucial to the real understanding of the phenomena under study (Andrew, 2007). Qualitative methods are helpful not only in giving rich explanations of complex phenomena, but in creating or evolving theories or conceptual bases, and in proposing hypotheses to clarify the phenomena. Besides, value of the qualitative research consists in validity of the information received; people are minutely interviewed so as the obtained data would be taken as correct and believable reports of their opinions and experiences. Its major disadvantage is that small group of interviewed individuals can not be taken as representative (Andrew, 2007). Case studies involve an attempt to describe relationships that exist in reality, very often in a single organization. Case studies may be positivist or interpretivist in nature, depending on the approach of the researcher, the data collected and the analytical techniques employed. Reality can be captured in greater detail by an observer-researcher, with the analysis of more variables than is typically possible in experimental and survey research. Another type of qualitative analysis is site visits. Site visits help you understand your research better; site visits (e.g. when you visit an organization, a manufacturing plant, a clinic or a housing project) are very useful and sometimes even necessary ways of gaining additional insight and making your theoretical information concrete in your mind. They allow you to observe what is going on, and to ask questions you may not have thought about. Qualitative research has a phenomenological focus that can provide an enriched and detailed description of the participants actions and/or viewpoints (Veronesi, 1997). Advantages of Face-to-Face Interviews Can allow for in-depth knowledge sharing; Helps to develop the bigger picture; Helps with analysis of results; Good for networking (e.g. you may be referred to other people to interview). Advantages of Focus Groups Good for community participation (grassroots input); Helpful in developing ideas and sharing latent, or hidden, knowledge spontaneously; Enables you to get information from a number of individuals simultaneously. Advantages of Site Visits and Observation Demerits of Qualitative Analysis Case studies can be considered weak as they are typically restricted to a single organization and it is difficult to generalize findings since it is hard to find similar cases with similar data that can be analyzed in a statistically meaningful way. Disadvantages of Face-to-Face Interviews Can be time consuming; May be difficult to arrange an interview time; Can be difficult to compare and analyze information. Disadvantages of Focus Groups Can be difficult to set up; Participants may need to be paid; Need to be sensitive to who the facilitator is; May need a translator; Sometimes difficult to organize and analyze information. Disadvantages of Site Visits and Observation Take time; Can be expensive (depending how far you need to travel); With observation in particular, you need to be careful how you interpret what you see. With site visits, you may want to make sure you have a guide so that you can ask questions However, the disadvantage of the quantitative as well as qualitative research is that they do not always underpin understanding of multi-dimensional pictures (Andrew, 2007).

Kierkegaard: Love Thy Neighbor as Thyself as a Basis for Ethics :: Morals Philosophy Philosophical Essays

Kierkegaard: "Love Thy Neighbor as Thyself" as a Basis for Ethics "Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy might. This is the first and great commandment. And the second is like unto it, Thou shalt love thy neighbour as thyself. On these two commandments hang all the law and the prophets." [Matthew 22:37-40, AV] "When you open the door which you shut in order to pray to God, the first person you meet as you go out is your neighbour whom you shall love. Wonderful!" [Kierkegaard, p.64] 1 Introduction This paper is a philosophical exploration of some aspects and implications of the "second great commandment", to "love thy neighbor as thyself", which Kierkegaard called the "royal command". This is often thought to be the heart of Christian ethics [Wattles, p.8]. This agape-obligation has seemed to some to pose difficulties. Macquarrie and Kierkegaard both recognize that there has been objection. Macquarrie several times notes his opposition to the belief, "that moral laws are the heteronomous commands of a transcendent deity who demands obedience." [p.219f] and even worse, "imposed on creatures from whom he is 'wholly other', a command, moreover, which they have no capacity to obey except by grace alone, while this grace, in turn, seems to be also external and has to be 'infused' from outside." [p.221] Kierkegaard wrote that, [to the pagan,] "this command 'You shall love' will not only surprise him but will disturb him and be an offence to him. [p.41] It may perhaps offend you — well, you know it anyway, that Christianity is always accompanied by signs of offense. Nevertheless believe it .... Do not stop believing because the command almost offends you." [p.74] The thesis of this paper is that, setting aside the question of moral offense that has disturbed commentators from Thomas Paine (The Age of Reason) to William Empson (Milton's God), agape to neighbor makes sense only under monotheistic or specifically Christian assumptions, and therefore, the old saw, "Christianity may not be factually true, but it has a sublime ethical teaching", is problematical. A number of issues inevitably arise in any serious discussion of agape. Some of these issues are discussed in the sections below: 2.1 How is love for God like love for neighbor? 2.2 Is God's love for me like my love for neighbor? 2.3 How is love for neighbor like love of self?

Learning Styles and Strategies Essay

* Active learners tend to retain and understand information best by doing something active with it–discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first. * â€Å"Let’s try it out and see how it works† is an active learner’s phrase; â€Å"Let’s think it through first† is the reflective learner’s response. * Active learners tend to like group work more than reflective learners, who prefer working alone. * Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners. Everybody is active sometimes and reflective sometimes. Your preference for one category or the other may be strong, moderate, or mild. A balance of the two is desirable. If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done. How can active learners help themselves? If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. Study in a group in which the members take turns explaining different topics to each other. Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it. How can reflective learners help themselves? If you are a reflective learner in a class that allows little or no class time for thinking about new information, you should try to compensate for this lack when you study. Don’t simply read or memorize the material; stop periodically to review what you have read and to think of possible questions or applications. You might find it helpful to write short summaries of readings or class notes in your own words. Doing so may take extra time but will enable you to retain the material more effectively. SENSING AND INTUITIVE LEARNERS * Sensing learners tend to like learning facts; intuitive learners often prefer discovering possibilities and relationships. * Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class. * Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations. * Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster and to be more innovative than sensors. * Sensors don’t like courses that have no apparent connection to the real world; intuitors don’t like â€Å"plug-and-chug† courses that involve a lot of memorization and routine calculations. Everybody is sensing sometimes and intuitive sometimes. Your preference for one or the other may be strong, moderate, or mild. To be effective as a learner and problem solver, you need to be able to function both ways. If you overemphasize intuition, you may miss important details or make careless mistakes in calculations or hands-on work; if you overemphasize sensing, you may rely too much on memorization and familiar methods and not concentrate enough on understanding and innovative thinking. How can sensing learners help themselves? Sensors remember and understand information best if they can see how it connects to the real world. If you are in a class where most of the material is abstract and theoretical, you may have difficulty. Ask your instructor for specific examples of concepts and procedures, and find out how the concepts apply in practice. If the teacher does not provide enough specifics, try to find some in your course text or other references or by brainstorming with friends or classmates. How can intuitive learners help themselves? Many college lecture classes are aimed at intuitors. However, if you are an intuitor and you happen to be in a class that deals primarily with memorization and rote substitution in formulas, you may have trouble with boredom. Ask your instructor for interpretations or theories that link the facts, or try to find the connections yourself. You may also be prone to careless mistakes on test because you are impatient with details and don’t like repetition (as in checking your completed solutions). Take time to read the entire question before you start answering and be sure to check your results VISUAL AND VERBAL LEARNERS Visual learners remember best what they see–pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words–written and spoken explanations. Everyone learns more when information is presented both visually and verbally. In most college classes very little visual information is presented: students mainly listen to lectures and read material written on chalkboards and in textbooks and handouts. Unfortunately, most people are visual learners; this means that most students do not get nearly as much as they would if more visual presentation were used in class. Good learners are capable of processing information presented either visually or verbally. How can visual learners help themselves? If you are a visual learner, try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available. Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. Color-code your notes with a highlighter so that everything relating to one topic is the same color. How can verbal learners help themselves? Write summaries or outlines of course material in your own words. Working in groups can be particularly effective: you gain understanding of material by hearing classmates’ explanations and you learn even more when you do the explaining. SEQUENTIAL AND GLOBAL LEARNERS * Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly â€Å"getting it.† * Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it. Many people who read this description may conclude incorrectly that they are global, since everyone has experienced bewilderment followed by a sudden flash of understanding. What makes you global or not is what happens before the light bulb goes on. Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject, while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects. How can sequential learners help themselves? Most college courses are taught in a sequential manner. However, if you are a sequential learner and you have an instructor who jumps around from topic to topic or skips steps, you may have difficulty following and remembering. Ask the instructor to fill in the skipped steps, or fill them in yourself by consulting references. When you are studying, take the time to outline the lecture material for yourself in logical order. In the long run doing so will save you time. You might also try to strengthen your global thinking skills by relating each new topic you study to things you already know. The more you can do so, the deeper your understanding of the topic is likely to be. How can global learners help themselves? If you are a global learner, it can be helpful for you to realize that you need the big picture of a subject before you can master details. If your instructor plunges directly into new topics without bothering to explain how they relate to what you already know, it can cause problems for you. Fortunately, there are steps you can take that may help you get the big picture more rapidly. Before you begin to study the first section of a chapter in a text, skim through the entire chapter to get an overview. Doing so may be time-consuming initially but it may save you from going over and over individual parts later. Instead of spending a short time on every subject every night, you might find it more productive to immerse yourself in individual subjects for large blocks. Try to relate the subject to things you already know, either by asking the instructor to help you see connections or by consulting references. Above all, don’t lose faith in yourself; you will eventually understand the new material, and once you do your understanding of how it connects to other topics and disciplines may enable you to apply it in ways that most sequential thinkers would never dream of.

The greatest improvement

The greatest improvement in the productive powers of labor, and the greater part of the skill, dexterity, and judgment with which it is any where directed, or applied, seem to have been the effects of the division of labor.†This is the first paragraph excerpted from Adam Smith’s The Wealth of Nations. com/compare-and-contrast-karl-marxs-and-walt-rostows-theories/">Adam Smith is regarded as the Father of Modern Economics, and the Father of Capitalism. Smith’s most famous work, The Wealth of Nations was the first systematic attempt to explain the workings of the economy in market terms, emphasizing the importance of the division of labor. The fundamental element in Smith’s viewpoint is his focus on the importance of the free market in ensuring the highest level of quality of commodities at the lowest prices. Smith’s philosophy is that human beings are naturally individualistic.He furthers political theories that emphasize the individual, and proclaims the worth of each individual. He believes that human beings will interact most effectively when they live in a society of economic freedom, with individualistic philosophies that tend to emphasize what people can do as individuals, not what they can do as groups. In The Wealth of Nations, he states that: â€Å"In a free economic system, an individual is led by an invisible hand to promote an end which was no part of his intention†¦By pursuing his own interest, he frequently promotes that of the society more effectually than when he really intends to promote it.† We can understand in this excerpt that because individuals constantly seek to better their own condition, they will continually direct resources to better uses when it is possible to do so. This will result to their and other people’s advantage which can consequently better or improve the conditions of others as well.Adam Smith believes that the tenets of the free market system can improve the living conditions of individuals. In his view, free markets allow all individuals in an economy to improve their conditions. This collective improvement by individuals results to national improvement – the wealth of nations. He believes that a free market enables individuals’ significant self interest to exercise itself within the limits established by a government that controls people from performing positively bad actions.Smith states: â€Å"Man has almost constant occasion for the help of his brethren, and it is vain for him to expect it from their benevolence only. He will be more likely to prevail if he can interest their self-love in his favor, and show them that it is for their own advantage to do for him what he requires of them†¦It is not from the benevolence of the butcher, the brewer, or the baker that we expect our dinner, but from their regard to their own interest.†This paragraph very well sums up Adam Smith’s philosophy that individualistic tendencies can very well result to the improvement of others, and to the wealth of nations.Smith greatly believes on the benefits of the division of Labor. The division of labor is a fundamental component of economic growth and it is this division allows the wealth of nations and individuals to develop. The division of labor requires a free market in order to be most effective.Where there is a closed or highly regulated market, or monopolies or guilds control productive practices, inefficiencies can often result. Subsequent to John Locke, Smith also sees labor as the ultimate source for all value. Smith states: â€Å"Labor†¦is the real measure of the exchan geable value of all commodities.†Resources:1.  Ã‚  Ã‚  Ã‚  Ã‚   Great Political Thinkers. Plato to the Present. Sixth Edition. William Ebenstein. Allan Ebenstien. Chapter 23: Smith. Pages 492-497.