Organic Ice Cream Essay Example for Free

Organic Ice Cream EssayThere is hardly whatever person who has never bought or tasted any home-made or commercially produced ice cream. About 41. 38% have purchased ice cream once a week and Haagen Dazs was chosen as their favorite(a) brand. Among the functional flavors in the market, chocolate (62. 50%) and vanilla (50. 00%) be still the old time favorite. Although most prefer regular ice cream (93. 33%), almost 25% have tasted extreme ice cream.Due to the advancement of medicine and research, rapid information dissemination, and vast production of goods and services, consumers are aware of products that are sell in the market. Consumers these days do not only want to satisfy their palates, they also want what is best for their health. There is a growing market for organic fruits (68. 75%) and vegetables (87. 50%) and about 78. 57% are still not aware that organic ice cream exists in the market. However, about 57. 4% are willing to try it if the organic version taste as good or better than the regular version and if it is also healthier for them.People are switching to organic fruits and vegetables to avoid pesticides and other chemicals that are not beneficial to their health (Nagourney, 2007). They want to have a more nutritious, safer and better food than non-organic. Since Haagen Dazs, a leading ice cream manufacturer, has never introduced organic ice cream, it can capture 87. 0% of the consumers who showed interest in trying the product produced by their favorite brand.While there are still limited adds of organic ice cream manufacturers, this is the best time for Haagen Dazs to introduce a product that does not only satisfy consumers palate but also enhance their well being. Another survey can be done to determine which among the organic ice cream fruit flavors would be most preferred by the consumers e. g. strawberry, blueberry, etc. It would also be best to randomly survey an equal number of male and female participants.

Burned by Ellen Hopkins Essay Example for Free

Burned by Ellen Hopkins EssayEllen Hopkins wrote this novel about a girl who grew up in a Mormon household, and is beginning to ideate that this is not a locomotenessstyle she wants for herself. With an abusive father, lazy and passive mother, and constant conflicts with the Mormon teachings and beliefs, she refuses to give in to that way of life. She refuses to ever become property to a husband who she is taught to obey or a baby producing machine. With her new resilience and want for a normal life, it angers her father. He sends her to live with his estranged sister for the summer, save what he doesnt realize is that hes giving her freedom and a chance to live. She decides to love and that life as she knew it was never a life meant for her. Hopkins phonograph recording shows the life of a Mormon girl Pattyn Scarlet Von Stratten. Pattyn is tired of the Mormon lifestyle and rebels against her family and the rules of her home and church. Her father spends most of the time dr unk and godforsaken and her mother has a whole household to take care of. afterward Pattyn gets in a fight and breaks a window, her family has had enough of her rebelling so they send her to live with her Aunt, out in the middle of nowhere, for the summer, so she can no longer get in trouble. It turns out that she has fun on her stay with her aunt, she learns how to drive and trip out a horse, and meets the love of her life. She fell in love with Ethan, the son of her aunts friend. He is not Mormon and her father would kill the both of them if they were together. After returning home things start to go bad again. She mouths off to her father and gets beaten.She takes the rap for something her sister does, and gets beaten to save her sister. She also learns that she will have Ethans baby. Like all of Hopkins novels, Burned also has a tragic ending. Ethan and Pattyn get in a car wreck and she wakes up in the hospital to learn that she lost Ethan and her baby. In the end she says tha t God could not be love because love was a corpse, because she lost the love of her life, and the only thing remnant of him. The book leaves you with the vision of Pattyn sitting above a busy highway, about to take you own life.

Quantitative and Qualitative Comparative Approaches

Quantitative and Qualitative proportional ApproachesComparative EducationWhat Are the Strengths and Weaknesses of Quantitative and Qualitative Comparative Approaches?IntroductionVirtu on the wholey it is impossible for comparison not to exist, since it is a major part of human nature. Anything that exists and can be thought about has the potential to be compargond. Swansen (1971 145) stated that THINKING WITHOUT comparison is unthinkable, so is all scientific thought and scientific enquiry. When the term proportional degree degree mount is used in the general smell it is a vital attribute in the guinea pig of battle of fond scientific methodology. In the general sense it whitethorn be expect that all sociable scientific methods be relative. so far, in the study of sociology the term is more restricted to the unambiguous get wind and comparison of different societies in an effort to pay off the alike(predicate) and different attributes of the societies (Eastthope 1974 ). However, few explorees in this field of study train developed the position over the years that at that place is no uniqueness about this field of inquiry. One such researcher is Smelser (1976) who indicated that there is no separate goal recognised by comparative degree and non comparative researcher because they both describe friendly trends by creating limitations over situations and case variants that occur in those trends. Ragin (1989), thus far, chief(prenominal)tained that the comparative go on is a explicitive field because it can be characterised as having an unswerving experiential functioning of the nonfigurative notion of society that has a high level of notions. Based on this, Ragin stated that this is what differentiates compartivists and non- comparativits. Therefore it whitethorn be assumed that the comparative flak involves the studying of one society and comparing it to more than one case (society) based on their societal factors such as culture, po litics, etcetera, and find out their similarities and differences and attributing them to why phenomenon exists in the society creation polld. There are two major methods that researchers can apply when they conduct comparative research. These two courtes are called the comparative numerical and comparative soft come upes. Therefore, in this essay I leave behind be discussing the strengths and weaknesses of quantitative and qualitative comparative approaches. However, firstly I will expect the term comparative approach within the tradition of social science and and so I will define discuss the consequences this has for education. Reference will accordingly be made the three stages the comparative approach evolved in education and the major principles that the comparative approach is hinged on. The qualitative and quantitative comparative approaches will consequently be be their features and functions, advantages and disadvantages will be discussed. I will indeed disc uss what the best approach the comparative approach is then I will finally be discussing the consequences that the comparative approach has for education.Conceptualising the Comparative ApproachIn the broad field of sociology the comparative approach may be defined as relating to a type of evaluation that contrasts one ideology or investigative plan aligned with others. It may have a possibility of being replaced by other one that can be used to explicate the same others that would explain the same common trend (Gerring 2008). Furthermore, Keaty (2008) stated that the comparative approach is the primordial scientific process existing, that an individual can utilise to control theories and analyse the correlations of more than one variable, while maintaining all invariance that can latently alter factors. The main purpose of the comparative approach in this field of study is to construct a justification of global trends that are common to these societies but as well allows resea rchers to analyse the more intricate trends of a society Ragain (1987). Therefore, it may be assumed that through the use of the comparative approach researches are capable of distinguishing that a function empirical elucidation is pertinent to a diverse number of situations, however it still provides the researcher the opportunity to identify that societal trends are multifaceted and that a broad rationalisation is an incomplete rationalisation. Ragin (1989) further purported that the comparative approach is a rational approach and as a result it is hinged on John Stuart move (1888) principles of inductive inquiry. John Stuart Mills (1888) as cited in Etzioni and Du Bow (1970) called these three principles are called method of arranging, method of difference and the indirect method of difference. The method of obligation may be explained as if two or more cases of the occurrence that is being examined have one condition that is similar, it is assumed that this condition in whi ch all the occurrence concur, is the origin of the specified trend. Therefore in order for an occurrence to be necessary it must occur in each situation (206-208). Furthermore, it may be assumed that in this instance the comparativits would be refer with investigating situations where the condition can be identified and therefore by default conditions that are not recorded would not be necessary for the occurrence(s) to transpire. The method of agreement that Mills (1888), as noted in Etzioni and Du Bow (1970), formulated may be explained as if an occurrence in which the trend under analysis concurs place, and an occurrence in which it does not transpire, and the occurrence is the equivalent one should be reserved, that one taking place before the condition(s) and the two cases that are different may be termed as the effect or a vital aspect of what caused the trend to take place. The final method that Mill (1888) defined, that the comparative approach is grounded on, is the ind irect method of agreement. This method Mills indirect method of difference is the use of the method of agreement twice (208-210). Researchers draft cross tabulations in an effort to establish if trends are existent and if the result present/present or absent/absent then the notion can be maintained. When compartivists apply this method it has three major tonuss these are the dual lend oneselfment of the indirect method of difference and the step which is related to the elimination of challenging single elements of clarification through opposite comparisons.However, when the comparative approach is employ in education it may be defined as being a combination of pedagogy and the social sciences. The comparative approach in education deals with the structure and purpose a school serves. It is suggested by Noah and Eckstein (1969) that the field of education and the social sciences have merged because researches have focused on analogous types of statistics and congruent subject mat ters. Furthermore, the other reason for this merger amidst fields is the noticeable interest in quantitative and experiential and approaches of probe (Noah and Eckstein 1969). The practical application of the comparative approach in education is purposeful for four main reasons. Crossley and Watson (2004) have tried to identify these purposes. Firstly, it allows stakeholders to comprehend their own educational structure. Secondly, it provides individuals with the opportunity to in any case be able to comprehend other states educational structures, their cultures and its societal interactions. Thirdly, individuals would be able to recognise contrast educational structures, outgrowths and effects as a means of recording and comprehending the issues in education, and assistance to the development of educational guiding principles and traditions. fourth and finally it supports enhanced global comprehending and collaboration owing to augmented taking into custody to various belie fs and traditions of the world. When the comparative approach is applied in the field of education it is hinged on the various stages that evolved from. They are two major theories that are used to explain this process. According to Bereday (1964) as noted in Bray, Adamson and Mason (2007) the development of the comparative approach in education went through three steps. The first step he insinuated occurred during the 19th century and was established by Marc- Antonie Jullien the first k nowadaysn methodically, academic comparative educationalist. This period was linkred to as borrowing. Bereday (1964) stated that during this phase great importance was focused on the categorisation of explanatory facts. After that emphasis was placed on contrast the knowledge collected in an effort to determine the preeminent traditions that a country was using with the purpose of implementing them in other countries. Beredays (1964) second step in the development of the comparative approach in education transpired within the first 50 years of the 20th century. This phase, he contended was pioneered by Sir Michael Sadler in the United solid ground and it emphasised that educational structures are interlinked complicatedly to the nation that maintains them. Beredeys (1964) last step involved interpretation which stresses the development of the evolving of hypothesis and approaches and the apparent creation of the stages of comparative processes and strategies to assist the forward motion of ideologies. According to Bereday (1964) as noted in Bray et al (2007) this modern new diachronic era that examined was a extension of the conventions of the phases of guess, but it proposed that preceding guessing and ultimate borrowing is endeavoured it is essential that the subject is methodically implemented and applied to the educational policies. Comparative social science is also important in the field of comparative education. The process of borrowing and analysing educationa l systems across countries are very important for the existence of this field. As such, the use of the quantitative and qualitative approach is also important in comparative education research. The general field of comparative research is generally associated with applying the qualitative approach because cases have to be analysed. However, when applied in education there is a greater need for compartivists to apply the quantitative approach. This demand was brought about because of the move in focus contained in the discipline of comparative education from chronological, descriptive investigatings in the direction of investigations applying arithmetical data and quantitative data analysis methods (Bray et. al 2007).The Two Approaches to Comparative ResearchAs previously mentioned they are two major means by which researchers approach their investigations, through the application of either the quantitative or qualitative approach. In this section I will be discussing these both ap proaches in the broad social science field and then I will be discussing them as they are applied to the field of comparative education. According to Picciano (2004) the major differences between the both approaches when applied in education are based on the rationale of the investigation, the type of in geological formation to be collected, the method by which the collected information would be scrutinised, and how conclusions will drawn based on the findings of the collected data. For example, if a researcher wanted to check over and understand trend that was occurring in a society the researcher may apply the qualitative approach. However, if another researcher was desirous of conducting a correlation study on students performance, they may apply the quantitative approachQuantitative Comparative ApproachWhen the qualitative approach is applied generally, Bryman (2004) defined it as an investigative approach that typically stressed on words as unconnected to the computations in volved the gathering and interpretation of information. He further stated that this approach has three major features. The first feature is that it involves a deductive methodology towards the interaction connecting assumptions and investigation, in which the emphasis is situated on the examination of these assumptions. The second feature is that it integrates the systems and standards of positivism and of the graphic empirical model. And thirdly it exemplifies an analysis of societal veracity as a peripheral authentic purpose Bryman (2004). The application of the qualitative approach in the social sciences is generally advantageous for four major reasons. Bryman (2004) stated that these reasons are measurement, causality, generalization and replication. Measurement is essential because it allows the researcher to define fine disparities between the cases, it is a trusty mechanism for shaping dissimilarities and it provides the foundation for further accurate educated conjectures of the level of association between notions. When the quantitative researcher is investigating a trend he or she is not interested in explaining the trend but rather in determining why the trend is occurring. When the researcher has made their final findings and conclusions there results may be able to be generalised to the whole population being researched. And finally, because of generally steps that are followed, and this method of research is void of ad hominem biases it is objective, therefore if the researcher or any other researcher conducted the same research following the same steps the results yielded should be similar. Therefore this would give an reading that this approach to the social science is reliable and valid (Bryman 2004). However, they are also some disadvantageous which occur from applying the quantitative approach. Bryman (2004) has identified four major disadvantages that are generally associated with the application of this approach. Firstly he stated tha t researches of this approach are unsuccessful in discriminating individuals and societal organisation from the way by which people construe the world. Secondly, some individuals are of the opinion that the means by which the data is measured false belief that it is exactitude. For example, if a researcher distributed questionnaires, it is likely that some individuals may misinterpret the questions, and the answers may not be accurate. Thirdly, sometimes, the respondents may not have enough knowledge to answer the questionnaire adequately, which will result in the data not reflecting the current trend. And finally the investigation of interaction among variables produces an inert perspective of societal that is mutually dependent of individuals lives (Bryman 2004). An example of how the quantitative approach was applied in mainstream social science was the study conducted by Chin, Fisak and Sims (2002). This study was termed Developing a Likert Scale the case of attitudes to vegeta rians. This study was used to investigate the behaviours of vegetarians who were said to be abnormal and as a consequence were considered with scepticism and resentment. As a result, the study conducted on a sample of undergraduate students of a university from the United States. There scale seek to answer four major questions. These questions were based on the type (s) of behaviours that vegetarians exhibited that was seen as offensive, discrepancy with their vegetarians ideologies, health concerns of vegetarians and how to treat them aptly. The researchers of the comparative quantitative approach also refer to this approach as the variable approach. Ragain (1989) defined this approach as being established on theory. Furthermore he kvetchd that the qualitative comparative approach seeks to determine and analyse the association among perceptible interactions throughout various nations, and extensive hypothetically established descriptions of worldwide societal trends, as opposed to trying to comprehend explicit results. However, it must be noted that the main purpose of the quantitative comparative approach is based on establishing theories which are formulated from common assumptions as opposed to analysing historical conditions, in an attempt to create various historically results. This approach, the quantitative comparative approach has been famous for more than 25 years and its fame because there was a revamping in the concern of researching global societal phenomenon. This revamping of the field prompted researchers to inculcate the quantitative routines from the constituted social sciences, which led to the application of the social science procedures to analyse hypotheses. The application of the quantitative approach in comparative social science has been beneficial because compartivists now have and amplificationd authenticity and a renewed association with conventional social science (Ragin 1989).The use of the quantitative comparative approach is advantageous obviously for the same reasons mentioned for the use of the quantitative approach in mainstream social science, however Ragin (1989) has presented seven advantages that compartivists derive when they apply the quantitative comparative approach. Firstly, comparitivts are now equipped with an approach that allows them to study a large number of cases at an instant. Furthermore, it allows these researchers to increase the quantity the amount of scrutiny which does not require a great amount of knowledge of the field despite having knowledge of the field would improve the tint of this approach. Secondly, it has stimulated a novel awareness in consistent quantitative cross-national data. This awareness is worthy because measuring permits more precise examination of the hypothesis to be achieved. Quantification of description of societal composition presents a foundation for analysing a wide range of conjectures concerning the interaction among cases. Thirdly, it allows investigators to consider alternative explanations more carefully when testing a theory. Fourthly, comparativists now have access to information from various a large cross sections of countries data bases. Fifthly, through the application of the quantitative comparative approach, researchers have now when creating scientific generalisations since the quantitative procedures that have been introduced are conventional like the traditional design in mainstream social science. Sixthly, it has reduced the inclination between some comparativits to lever specific elucidations when confronted with several contradictory situations. And finally it has given researches the opportunity to use procedures of statistical control (Ragin 1989). An example of a quantitative comparative study would be Bronschier and others (1978) study of developed countries that had an advanced level of local investment economies grew quicker. However, some individuals have criticised the quantitative comparative a pproach of these comparativists. Picciano (2004) has identified some major criticisms. Firstly, individuals have stated that comparativits who apply this approach has not given their subjects the opportunity to express their genuine perceptions, unlike the researchers who use the qualitative comparative approach. The quantitative comparative approach is also said to be criticised because findings from this approach tend to be void of significance. Researchers of the qualitative comparative approach also are condemned because they tend to be concerned with hypothesises which are unrelated to cases being examined, therefore this results in findings which are not truly linked to the instigative enquiries. As such, statistics are produced which is fictitious and inappropriate to distinct situations (Picciano 2004). According to Bryman (1988) and Smith (1983) as noted in Bray et al (2007) the use of quantitative comparative education in education is purposeful for the formation of princ iples which provide some form of clarification and judgeing of educational trends Principles of relationship maintain a practical reliance among objects, while principles that seek to determine reasons (qualitative comparative approach) entail an unchanging series of procedures. Observing this approach to the nomothetic form of analysis entails that investigators contemplate such principles to be worldwide, despite of dissimilarities that exist. Principles increases potentiality to explicate and forecast interactions among trends across circumstances. The quantitative approach is also imperative in education. These comparative educational investigators are interested in analysing in a fashion that their results would be generalised and pertinent to all the trends regardless of the nation our culture. Concurrently, there are feasible assumptions, systems, and strategies across the globe, and an aspiration to get worldwide explanations to worldwide phenomena. Major records from worl dwide researches of educational accomplishment, and educational statistics collected by global organisation, can be appealing to knowledgeable and apprentice investigators similarly as a result of its accessibility. Ultimately, if the judicature indicates that they require the educational system a worldwide group to carry out an investigation they may require that researchers apply a more quantitative comparative approach (Bray et al 2007).Qualitative Comparative ApproachWhen the qualitative approach is defined in mainstream social science Creswell (1998) stated that it is an investigative procedure of comprehending rooted on clear customs of inquisition that investigates a societal or human dilemma. The investigator creates a multifaceted, whole depiction, evaluates words, reports comprehensive ideologies of subjects, and performs the research in a real situation. However, he maintained that researchers who use this approach ought to conduct a quantitative research preceding it. L incoln (1995) stated that this approach is procedure has a large concern of integrating and deducing the real subject with an effort to explain and understand trends of people. Furthermore this type of investigations uses diverse types experimental resources e.g. interview, case study, etc. When researches use the qualitative approach to conduct their investigations they are six steps that they must follow. Bryman (2001) has identified these six steps. The first step involves formulating broad investigative enquiries. The conterminous step involves the choosing of the pertinent cases to be investigated. Thirdly, these researchers should seek to gather their pertinent information that will answer their research questions. Fourthly, the researcher has to construe the gathered information and later on they should seek to do some theorising. At this point the researcher has to redefine the research question, gather more information and re-interrupt the gathered information. Finally, the research can then construct their findings and conclusions. An example of the application of the qualitative approach to investigation is Taylors (19938) study cited in Byman (2004). This research involved the investigation of female drug users who used needles. In her study she showed that these women were rational active individuals who were capable of making choices rooted on the eventualities of both their drug abuse and the roles they play in society collectively. The qualitative approach in mainstream social science is advantageous. Burns (2000) has identified some advantageous of applying this approach when conducting research. Firstly, because the basis of research in this approach is not established on testing a hypothesis the investigator is provided with the opportunity to have a more intimate relationship with the subjects, and therefore a better understanding of the phenomenon being investigated. Researchers of this approach can also have a better opportunity in de veloping causations as it relates to trends that are occurring. Ultimately, when the findings are prepared they are not represented with numerical summaries therefore the average person can understand the results presented (Burns 2000). However, they are four major disadvantages which can be associated with the application of the qualitative approach in mainstream social science. Firstly, the approach is too subjective, as such the results are too reliant on the investigators disorganised perceptions about what they view consequential. This approach to investigation is impossible to reproduce because it does not have any formal structure. Another criticism of this approach it that the results yielded cannot be generalised and can only be relevant to the subaltern number of cases that were researched. Finally the whole procedure that is carried out in this approach does not clearly depict what the investigator procedures and how they made their deductions (Bryman 2001). The quali tative comparative approach is defined as an approach that compartavists use to create chronological clarification of detailed past results or previously distinct grouping of observed trends. This approach is also referred to as the case-orientated comparative method. The objective of this methodology is equally past construe and fundamental rational. Therefore, comparativits who use this method attempts to comprehend or popularize explicit cases based on their inherent values. Thus the general aim is to create restricted generalisations regarding the subjects of tentatively distinct groups of experiential trends universal to a small group (Ragin 1987). They are some advantageous which can be derived from utilising the qualitative comparative approach. Ragin (1989) identified some of these advantages. Firstly, it is feasible to focus on fundamental bother involved in studying the cases based on attributes that create the material societal transformation and trends that concern social scientists. Also this methodology necessitates that the researcher defers suppositions concerning the coincidence of subjects and situations. This accommodation enhances the interactions between ideologies and findings. The research sample is manageable since the cases are few. Therefore these compartivists will be able to contrast the differences, and have a personal understanding of pertinent subjects (Ragin 1987). A good example of a qualitative comparative study is Marvin Harris (1978) study of sociocultural puzzles This study entailed him to studying the various views people had regarding magnetic core from various parts of the world. He was able to explain these different ideologies of meat eating for the various regions based on cultural elucidations. They are also some disadvantages in applying the qualitative comparative approach. Picciano (2004) identified four disadvantages. Firstly, the analysis of the information is too dependent on the researcher. Furthermor e, when the researcher has completed their investigation the study cannot be reproduced nor can the results be generalised for any other cases. And ultimately, since the results are not presented statistically some researchers will view the results as insufficient to provide valuable proof and furthermore being an assault to the truth.Since the qualitative approach to social to comparative method involves determining causation compartivists tend to apply comparative historical research when investigating. Mahooney and Ruechemeyer (2003) noted that this approach is a primary type of investigation that is applied in the social science. The comparative historical researchers primary interest is in enquiries which are precise to specific chronological cases. As a result of the desire to explicate these cases, frequently may result in additional research which extends beyond the initial subjects. Comparative historical analysis also involves explicating and recognising of fundamental con figurations that create significant outcomes Furthermore investigators clearly examine past trends and obtains the changes over a time frame. And ultimately because comparative historical researchers typically are acquainted with all cases, they are able to they can assess variables based on suppositious analysis and legitimacy is achievable when a reasonable number of cases are chosen (Mahooney and Ruechemeyer 2003). An example of a comparative historical study in the field of education would be Green and Wiborg (2004) study on Comprehensive cultivation and Educational Inequality An International Perspective. Skopol and Somers (1980) have identified three approaches that can be used in comparative historical analysis. The first one is called Parallel Demonstration of Theory. The chief principle of this approach was for tell apart situations/countries past to convince the reviewer that a specified and described assumption can frequently reveal its effectiveness. An example of th is approach is Jeffery M. Paiges study on the Agrarian Revolution. The second approach is contrasting on contexts by putting cases beside each other and more or less has a differing purpose than parallel comparative history. An example of this approach is Reinhard Bendix investigation of nation building and citizenship. Generally comparison is done between separate subjects. Typically contrasts are advanced by of the direction of assumptions. The third approach is the Macro-social Analysis. These investigators employ this style chiefly to determine causation about macro-level methods and systems. An example of this approach is Barrington Moores research on Social Origins of Dictatorship and Democracy (Skopol and Somers 1980). Mahooney (2000) also identified another approach that may be used in comparative historical analysis as path dependency. Through this approach researchers indistinctively conceptualise the past that is significant and the impacts it will have on the future. Th is form of investigation essentially analyses the association between sequential variables are considered, however it does not essentially scrutinise path-dependent rise of transform. However, it proposes an account for specific results of occurrences of exceptions. An example of the path-dependency approach to comparative historical analysis is Jack Goldstones Revolution and Rebellion in the Early Modern World (Mahooney 2000). However within comparative education they are some researchers who prefer to adopt the qualitative comparative approach, and therefore insist that this method is applied. They prefer this method because they opine that it will eliminate the inadequacies that are associated with the quantitative approach to comparative education. Qualitative investigators within the field of comparative education also view that there is a sound conviction in the significance of traditional, political and societal framework and the opinion that education cannot be unrelated f rom its indigenous customs. Qualitative investigation is also supported through a great quantity of worldwide numerical statistics, frequently insignificantly engaged devoid of reflection of impending preconceptions. And also by means of elements of investigation contrasted which not only include native circumstances and societal difference, with consideration to the enquiry of the objectivity or importance of the investigators undertaking. The qualitative comparative investigators in education focus on the necessitatity to the immensely prospective for partiality and difficult conjectures when investigators act externally from their personal intellectual circumstances. They opine that effort ought to be present in order to become cognisant of such partialities and furthermore to enquiry individual postulations although attempting to comprehend the postulations fundamental to the nations and traditions which are aims of investigations. An example of the use of the qualitative compar ative approach in education is Margaret Archers (1979) as noted in Green (1990) study on The Social Origins of Education Systems. Her study was conducted in Russia, England, France and Denmark. This research was also the basis for Green (1990) study on Education and State Formation. Another example is Ramierz and Boli (1987) study on The political Construction of Mass Schooling European Origins and Worldwide InstitutionalizationMixed MethodsCombing the qualitative and quantitative approaches to the comparative approach is beneficial when considering the many advantages and disadvantages t

Two Great Leaders Martin Luther And John Calvin Religion Essay

Two Great Leaders Martin Luther And John Calvin Religion EssayMartin Luther and John Calvin had similar concepts of faith and justification towards God, which in consequence became Luther and Calvins main coin of soul salvation. The Sermon on Good Works was Luthers first piece of writing which he writes about how only faith, not advantageously flora, benefits the soul for salvation. Luther realize that good works was not the path to take for forgiveness of sins, when he decided to achieve forgiveness by fasting many days and abstaining from sleep, just nothing happened. So from then on he discovered the bible, and found great guidance from it. He besides believed that it is impossible to obey all of the proscriptions of the one-time(a) Testament thereby mercy from God and faith is the only way to salvation. Good works do not make a good man, only a good man does good works Bad works do not make a braggy man, entirely a bad man does bad works, wrote Luther, in summary of Pau l. He not only said that good works were im stark(a) and useless, but also declared that they were pixilated acts. Thus we sin even when we do good, unless God through Christ covers this imperfection and does not impute it to us. Not only does Luther say this but also Calvins idea of faith can be seen when he says All we assign to man is that, by his impurity he pollutes and contaminates the very works which were good. The most perfect thing which proceeds from man is al ways polluted by some stain. Should the Lords therefore bring to judgment the best of human works, he would indeed behold his own righteousness in them but he would also behold mans dishonour and disgrace. Calvin also believed that human nature was tainted and that people could do good works but no amount of good works would be enough to earn salvation. The grace of God through faith in savior Christ alone is the only way for redemption of sin, was Calvins belief. Calvin greatly believed good works were useful, i f done to help our neighbour. Calvin and Luther had mostly the same view of good works and salvation.Calvins theology was for the most part similar and on the same path as Luthers, Calvin was on the same side as Luther for the thought that the authority and ways of life of Christians were to be followed from the Scriptures and that it was not the Church itself that would tell the people what to do, but instead it would be the Scriptures, because everyone could read it then. The Scriptures were to be read as it is and not to filter and find the hidden meanings. Luther and Calvin both denounce the Pope and the churches for the used the money to create and beautify what they had instead of following the what Christ really wanted from them, which was to brook in the simplest form and educated others. They both had similar view of justification to god by faith. Luther thought that no good works were enough to domain salvation. Calvin had the idea that there was two group of people the Elect and the non-Elect, which were chosen by God to be saved or not. Predestination was a chance upon idea in Calvins theology. He believed everything was already planned before even you were natural.Calvins ideas and theology has survived in communities in American history. The things that have been kept in conceit from his works, are to have a good work ethic and strong sense of family values. Calvin has influenced many fields like scotchs, politics, physical sciences and more. Calvins religious movement has influenced the economic thinking and behaviour of people such as Max Weber, R.H. Tawney and Talcott Parsons. They believed that Calvinist beliefs and capitalism were connected. They called this functional fit. Max Weber believes that Calvinism perhaps helped build anelective proportion for the development of capitalism, while on the other hand Tawny suggested the opposite. He thought that the Calvinist theology was adopted in capitalistic societies for this theology pro vided ideologic explanations for economics practices which were considered morally questionable, such as interest in money. Many may think that religion and scientific progress were not connected or had no relation between them, but some sociologist say that Calvinist had a strong seismic disturbance for scientific research and development. Calvinism, which came from John Calvin, was also a changing point for the form of government thats present in our society. The American political structure was mostly copied from the British, while most of their government ideas had a Calvinistic sense. Calvinism is also to blame for causing problems and it is thought that maybe Calvinistic thought contributed to a mindset which caused the Holocaust. Martin Luther perhaps didnt affect as many sectors of life but he was the one who influenced John Calvin for his works. Luther had a great impact, for he was the first person to make the Bible available to all people. He also influenced europium to see religious thoughts in a different way and most of all, he was responsible for weakening the Churchs power.Theology of the Reformers by Timothy GeorgeSimilarity-Church born from the womb of the scriptures not the way around-Both theologys where Christ centered-Calvins foundation came from LutherDifference-Emphasized Gods direct involvement in procreation (calvin)-Luther had a greater impact because of the use of printing press, illustration and language-Luther State and church should be separated . church should be subordinate for people are able to visit the bible for themself-Calvin believed that the church should not be subject to the state or vise versa each one affect the other

Holy War The Islamic And Christian Context Religion Essay

Holy War The Islamic And Christian Context Religion EssayFor centuries Christians and Muslims concur fiercely engaged in battles and wars because they recollectd they will be rewarded by God for waging war in his name. In recent times we have become very familiar with the jehad as the media has c everyplaceed this encase extensively after the September 11 attack that took place in the United States. This feign of terror made the Islamic community a central point of the media, which educated the populace on the violence of Islam or as they choose to call it Holy War. The truth is that, Islam is not the only organized religion that has committed violence in the name of God. Christianity also has its history of violence and Holy Wars, they were called the Crusades. There were three main reasons given for the Crusades Rescuing fellow Christians from Invasion and persecution, Conquering or retaking lands in the possession of early(a) religions and fulfilling personal vows to go o n a defend (The Crusades 1). Today we refer to Holy wars as Killing in Gods name, scarce war and religion have g unrivalled hand in hand for centuries. People go to battle after praying and making sacrifices to God, making them see that God is on their side because they are combat for his cause. An example is when Joshua destroyed the Anakites in the Bible. Involving God in such violent acts is not supposed to entertain a war holy.Fight in the cause of Allah those who fight you but do not transgress limitsAnd stumble them wherever ye catch them. And turn them pop from where they have turned you out for persecution is worse than slaughter but fight them not at the sacred Mosque unless they (first) fight you there but if they fight you, slay them. Such is the reward of those who reject faith. But if they cease, Allah is oft-forgiving, most Merciful. And fight them on until there is no to a greater extent persecution. And the religion becomes Allahs. But if they cease, let there be no hostility except to those who practice oppression (The Quran, Surah 2190-193).The Quran is the holy book of Islam the above quote is from the Quran it encourages the Holy war. Partly this explains the many battles the Muslims were involved in few centuries ago, fortunately in modern times the Jihad is no longer carried on a large scale as compared to the past but there are still some exceptional cases. The Hadith is another important book in Islam and it is second to the Quran. The Hadith contains the phonograph recording sayings and deeds of the Prophet Muhammad and he encourages the Jihad, saying that anyone who dies fighting for Allah will be rewarded, by going to paradise. Many of these sayings have been interpreted in different ways and people have acted according to these interpretations which have lead to brutality and wars. Although in this modern age, with the help of globalization and westernization the frequency and scale of spiritual wars have declined over ti me. However, a small percentage of Muslims, the extremists and anti -western ones still dwell on the verses in the Quran that talk about war, conflict and violence. This is what has lead to terrorism and self-annihilation bombings in recent times.In addition, the duty of all Muslims is to do the utmost against those who do not believe in Allah, this was meant for nearest enemies of Muslims but as more Foes arose with time, the statements supporting the Jihad were updated. (Holy War 123) The Muslims are acting according to what they read in their Holy books, most do not feel remorseful for some(prenominal) damage they have caused because they believe this are divine instructions of the holy book. Today we do not hesitate to link the word Jihad which room struggle in Arabic to Terrorism, especially after the September 11 attacks. Religious wars and violence happen in some other countries like Nigeria which is one of the most religious countries in the world. In Nigeria, Muslims and Christians clash frequently, fighting and rioting over one problem or the other, but yet the opposing religions k today very little about each others believes. Religious wars in Nigeria are fueled by ignorance, tribalism, poverty, politics and struggle for cater. Another country that has experienced religious war this modern time is India with a high population of Hindu, a small number of Muslims and a few Christians. Approximately hundred Christians were killed in a recent religious battles and another ten thousand left without a roofs over their head, telling us that religious wars may have reduced but still occurs in some societies.Furthermore, there are two forms of Jihad the greater and lesser Jihad. The phrase internal Jihad or greater Jihad refers to the efforts of a believer to support their Muslim faith as well as possible (Internal Jihad1).This definition is thus because after a battle the illusionist said this We are finished with the lesser jihad now we are starting the greater jihad. He explained to his followers that fighting against an outer enemy is the lesser jihad and fighting against ones self is the greater jihad. (Holy war) This means that the lesser Jihad will refer to the struggle against Unbelievers. Muslims set a great effort to live the way Allah instructed them, the personal Jihad has to do with the teachings while the Jihad against unbelievers is the Practical.However, some scholars find the Quran teachings of morality and encouragement of violence very contradictory. Many historians believe that the true meaning of Lesser Jihad does not necessity encourage fighting and brutality but states that Muslim should take a stand for their religion only when Islam is threatened. The misinterpretation of the lesser jihad, as a cause or reason to fight and engage in violence and brutality does not bind it holy. If Islam is not threatened and Muslims wage war against non-believers then this cannot be referred to as Lesser Jihad. Over th e years various people have interpreted the Quran, their interpretations were influenced by the struggles that they were experiencing at that time. Factors such as oppression, depression, anger, suffering, hunger for power, hatred and other factors have influenced the interpreters perception of the scriptures. For instance, the Taliban strict and extreme version of Islam has even made other Muslim countries view the Taliban with suspicion. Osama Bin Laden, the leader of the terrorist group Al Qaeda has quoted the Quran on several occasions to justify their violent actions on the west. Political leading use religion to convince and justify their selfish desires. Using religion wanton aways their argument convincing because they twist and interpreted the scriptures to serve the purpose and believers easily incubate them and believe it is just. Al Qaeda has used suicide bombing as tactics for attacks and the Quran forbids this. (burk /Norton)By large, Christianity is a religion that preaches peace but the record of killings and conclusion in the past is contradictory to its teachings. In the past, wars were fought against those who opposed Christianity the wars were fought primarily against Muslims. This is because the rise of lslam slowed down and threatened spread of Christianity. lslam under the rule of the Umayyad Caliphate spread from what is now Saudi Arabia in the Arabian Peninsula to Spain and parts of France. (The Origins of the Crusade 1) This made lslam a treat to Christianity and the Catholic Church, which was very powerful during the medieval times. The Church had enough political backing to crush anything or anyone that disobeys or treating the beliefs of the Church. Some have argued about the religious cause of the crusades and these are some of their arguments. Some argue that they were a necessary response by Christendom to the oppression of pilgrims in Muslim-controlled Jerusalem. Others claim that it was political imperialism masked by reli gious piety. Furthermore, others argue that it was a social release for a high society that was becoming overburdened by landless nobles. (Crusades and religious violence 1) Whatever the reason, it does not change the fact that a lot of lives and property were lost in the process.The first Crusades were organized by pope urban II in 1095. His main aim was to take Jerusalem from the hands of those he believed were non believers. Pope Urban II helped lay the foundation for many years of bitter and violent fighting between Christianity and other religions. The Crusades were triggered by popes at that time like Pope Urban ll and Pope Eugene III who called for the second crusade (the crusades1). The crusades were also used as a form of regaining the lost lands of Christians and getting more power for the Church. The periods of the crusades were from 1905-1291 CE. In total, there were either eight or nine Crusades, depending on your view. Most historians consider the 9th Crusade to be pa rt of the 8th. It was not only believers of other religions that suffered persecution, some Christians also suffered. Church theologians or leaders dealt with anybody who followed another religion or come up with rational thoughts that threatened Christian beliefs an example is the case of Galileo. Galileos teachings during the 17th century threatened the geocentric view of the universe. He said that the earth revolved around the sunshine. The church maintained that the earth was stationary and the sun and heavenly bodies revolved around it and this was an accepted fact. Thus were Galileos claims, labeled as the ranting of a heretic and he was confronted by the church leaders and told to forsake his theory or face the consequences (which generally meant death). In addition, right after the civil war in the United States, the protestant-led white supremacist Ku Klux Klan members engaged in destruction of property, cross burning, beating, arson, murder rape and whipping against Jew, Catholics and African Americans and other social heathen minorities. These are grave crimes exhibiting extreme violence and brutality. This was pure Christian radicalism. In addition The Arm of God (AOD) is an underground Christian terrorist organization active in the United States. This group has been involved in anti-abortion violence such as murder, property crimes and kidnapping. All these organization believe they are fighting for the morals of their religion and in the name of God.Consequently, religious violence has lead to religious and ethnic profiling in society. The recent terrorist attacks have found to be rooted to religion and ethnicity thus causing countries to use profiling as a linguistic context for law enforcement and counter terrorism. Profiling can be defined as the use of racial, religious or ethnic stereotypes, rather than individual behavior, as a basis for making law enforcement and investigative decisions about who has been or may be involved in criminal a ctivity. The global generalizations about a cross ethnic or religious groups propensity to commit a crime has made life difficult for people with certain ethnicity or religion. Society begins to number at such people as potential threats and this affects their daily lives at school work and social interaction.Finally, today religion is not really considered an act of violence, Christians especially Catholics are not proud of the crusades that happened in the past. This point in history, are now looked upon as a dark period In Christianity. A group of Western Christians recently formed a body, their aim is to repair the damage caused by the crusades by apologizing to the other religions that were affected during that time. But when have Christians present this love to Muslims or Jews? We have gone to them with swords and guns. We have gone to them with racism and hatred. We have gone to them with feelings of cultural superiority and economic domination. We have gone to them with c olonialism and exploitation. We have even gone to them with the Gospel cloaked in arguments of superiority. Only a few have ever gone with the message of Calvary We must do more than carry the message, we must be the message Reconciliation Walk. This kind of movement helps to show that Christians are not willing to carry out the crusade no recent case has been heard. Todays Christians want to practice their religion without harming anybody. The same can be said for most Muslims, although some Muslims extremists are obsessed with fighting the west. I believe Muslims and Christians can live together if only they are more welcoming and try to understand each other. In addition, if they abide by the morals and holy teaching of their scriptures then there would be some level of peace and acceptance. Violence in the name of God does not make it holy nor justify it.

Computers and Speech Recognition: Techniques and Applications

Computers and talk Recognition Techniques and ApplicationsAbstractSpeech is the most natural and common way of communication between peck. It would seem only natural that calculator development would eventually progress to the point where people would want to extend the human-computer interface to include quarrel. Once this happened, numerous techniques were explored. The goals of speech recognition became more and more ambitious, and researchers today continue to push the limits of what computers can do with the spoken word. This paper examines the problem of computer speech recognition by looking at the steps involved in getting from a spoken word to the words recognition by the machine. The difficulties of continuous speech recognition volition be enumerated and examined, as will the most popular recognition technique used today. The analysis ends with a brief description of some of the applications of speech recognition. entrancewaySimply put, speech recognition is difficul t. A computer does not have a useful thing called an ear that enables it to hear sounds, or a learning ability to process those sounds into recognizable words and phrases. There are three main stages involved in speech recognition preprocessing, recognition, and communication. Preprocessing involves taking the speech input and converting it into something the computer can use. During the recognition stage, the computer must identify what has been said. Finally, in the communication stage, the computer acts upon the translated input (Markowitz).There are many inherent difficulties involved in speech recognition. For example, human speech can span more than 20,000 frequencies. A computer would quickly become overwhelmed by data if it was supplied with eve... ...e applications where they could be useful. For many people in the past few years, speech recognition has moved from just being a novelty to becoming an important tool used in their everyday lives.ReferencesBooks1. Markowitz, Judith A. Using Speech Recognition. Prentice-Hall, Inc, 1996.2. Keller, Eric. Fundamentals of Speech Synthesis and Speech Recognition. John Wiley & Sons, 1994.3. Hollingum, Jack and Cassford, Graham. Speech Technology at Work. IFS Publications, Ltd, 1988.WWW Sites1. http//www.linfield.edu/dbrewer/speech/spchi.html College students informatory summary paper on speech recognition2. http//www.speech.usyd.edu.au/comp.speech/FAQ6.html One of many speech recognition questions answered.FOR MORE INFORMATIONhttp//www.speech.usyd.edu.au/comp.speech/SpeechLinks.html A large list of Speech Recognition links on the web.

The History of Colonial Rule of Puerto Rico by United States :: Historical Colonization spanish Essays

The History of Colonial Rule of Puerto Rico by get together States On July 25, 1898 the United States arrived in Puerto Rico. The U.S. defeated the Spanish and gained possession of the island. Despite the intimidation the Americans inflicted on the Puerto Ricans, the Puerto Ricans remained hopeful. The Americans were the representatives of the free world. They had written the Constitution and provided a Bill of Rights for their inhabitants. The Americans were the advocates of democracy, and the Puerto Ricans hoped the Americans would instal the pathway to freedom. Unfortunately, the wishes of the Puerto Ricans were never fulfilled. The United States established a military government. The Americans arrived with racist, arrogant attitudes. They deemed the the Puerto Ricans ill equipped for self government, as as the descendants, or pupils of the inferior Spanish. The Americans believed neve rtheless they could establish Puerto Rico as a respectable nation, because the United States possessed an arrogance rarely seen. As a result, they claimed Puerto Rico as their possession, to do with what they seemed appropriate. What resulted was an perverse effect on Puerto Rico brought upon by Americans, from an economical, political and social standpoint. The rule of the United States over Puerto Rico also further obscured the definition of Puerto Rican identity. The impact of beforehand(predicate) U.S. Colonial rule had an adverse economic effect on Puerto Rico. Before the arrival of the U.S. in 1898, coffee was the premier enterprise in Puerto Rico. Puerto Rican coffee was extremely regarded in Europe for the quality of its flavor and had a price in the markets of Cuba, France, Spain and Germany. After U.S. possession, Spain considered Puerto Rico a foreign country, and raised its import tax on Puerto Rican coffee, while Cuba quadrupled its tariff on the Puerto Rican product.