Envirnmental issues Essay Example | Topics and Well Written Essays - 500 words

Envirnmental issues - Essay Example It is a threat to the environment because it has led to an increase in the temperature of the world which has been accompanied by other ecological alterations (Houghton 2004). Global warming as the name indicates is a worldwide problem which has been explained by Sir David King who is the chief scientific adviser of the UK government in the following words, â€Å"Climate change is a far greater threat to the world than international terrorism† (BBC, 2004). Global warming is basically a rise in the temperature of the world. The increased release of carbon dioxide into the atmosphere has been identified as a major reason for global warming. This results due to the increased usage of motor vehicles which have been linked with emissions of carbon in the atmosphere. Furthermore, increased industrialization has also resulted in an increase in the release of these gases into the atmosphere. Deforestation accompanied with the forest fires are also major reasons for the rise in the global temperature across the world (Chemical & Engineering News, 2005; Desonie, 2008). Strict regulations are essential for all the contributors of global warming. It has been seen that laws have been passed with regard to controlling the emission of gases from the motor vehicles. Research is underway for the creation of ways that limit the passage of gases into the atmosphere. Permafrost is one such substance which limits the release of the emissions into the atmosphere. But its efficiency is also reducing. The best method to control global warming is to limit the release of gases into the atmosphere and hence this would limit the raise in the temperature of the world (Bhargava 2004; Desonie, 2008; Tesar, 1991). The issue of global warming needs to be tackled as it is an issue of concern. It can lead to severe effects for the environment of the world. The increased temperature across the globe can result in the melting of glaciers which would

The Difference Between Perception And Expectation Marketing Essay

The Difference Between Perception And Expectation Marketing Essay The survival of any organisation is determined by satisfying the needs and wants of its customers. Sivadas and Baker-Prewitt (2000) asserts satisfaction is a critical measure of a firms success and has been shown to influence attitude, repurchase, and word-of-mouth communication. A customer is satisfied once he steps out of the sellers shop and his happy when the immediate need or want his met. Lovelock Wirtz (2007) explains that dissatisfaction drives customers away; it makes them willing to switch to other alternatives. Therefore, if customers are not satisfied with the services received, they easily find a substitute which makes the other organisation unprofitable. Fornell (1992) argues that high customer satisfaction will result in increased loyalty for the firm and that customers will be less prone to overtures from competition. Bainbridge (2003) defines convenience stores as a retail business with primary emphasis placed on providing the public with a convenient location to quickly purchase a wide array of consumable products. Therefore, Village store is considered as a convenience store. Lovelock Wirtz (2007:29) If a service experience does not meet expectations of customers, they may complain about poor service quality, suffer in silence, or switch providers in the future, customers evaluate service quality by comparing what they expected with what they perceived. 1.2 ORGANIZATIONAL BACKGROUND Village store started on the 24th of September 2007 during the Welcome Weekend and is accommodated in the same building with the Sports Centre close to the school hostels (Student Village and Carroll Court hostels). It is been controlled by the University of West of England Bristol, United Kingdom. Village store operates only on the main campus, Frenchay. Village store is a grocery shop that sells goods and provides services to its customers (students living in the school hostels and students that go to the Gymnasium). Their rush hours are between 5pm till 8pm. Their opening times are: Monday Friday 9am 10pm, Saturday Sunday: 11am 8pm. 1.3 PROBLEM IDENTIFICATION AND CONSEQUENCES. This problem focuses on Village store failures in satisfying its customers needs and wants despite its convenient location to them. This report is as a result of students complains about the delay in processes of goods sold and in services provided in Village store in UWE. After a close observation and investigation, it was discovered that students were not satisfied with the following: service promptness (Speed) and goods not available on time (Dependability). This results into some students saying they would prefer walking to a big store closer to UWE rather than shop at the Village store despite its convenient location to their hostels because they dont take the stocks of their goods on time and this would dissatisfy a customer that wants to purchase a good and finds out the good is not available (Dependability). 1.4 CUSTOMERS SATISFACTION FRAMEWORK Village stores objectives is to provide adequate goods and services to meet its expectant customers needs Slack et al (2007) Five Performance objectives would be used to analyse the difference between the companies objective and its customers expectations also the concept of the 7Ps of Service Marketing Mix Lovelock Wirtz (2007:22) to analyse the Processes services rendered and the People. Village store is a grocery store that sells goods and delivers services. The goods are displayed to be bought by the customers and their services are provided by the cashiers for the payment of their purchased items. 1.5 OBJECTIVES This objective is based on the problems encountered by students dissatisfaction of services provided in Village store. These issues could be divided into two parts which are the marketing and operational perspective of the grocery store which briefly explains the motive for this report and how it would be achieved. How does Village store know what their customers expect? What makes Village store objectives different from their customers expectation Why does a part of services provided by Village store not satisfy its customers? To recommend ways to improve the satisfaction of Village store customers. Brassington Pettitt (2006: 193) explains that Segmentation can be viewed as the art of discerning and defining meaningful differences between groups of customers to form the foundations of a more focused marketing effort and they further explained the organisation that fails to segment deeply enough on significant criteria will lose customers to competitors that do. Thus Village store customers are differentiated below: Segmentation Profile of Village Store Variable Segment 1 Segment 2 Segment 3 Gender Male Female Male Female Male Female Categories Of Customers Hostel Residents Gym Goers Non-Gym Goers Visits Frequency Regularly Regularly Occasionally Benefits Cigarettes, Alcohol, Sanitary pads, Soaps, etc Energy drinks, towels, socks, Gym bags, water etc Juice, coke, biscuit, yoghurt, crisps, etc 2.0 METHODOLOGY Methods adopted in gathering informations for this report are the two sources of data which are the primary and secondary data. To get the primary data SERVQUAL questionnaires were given out to forty students who visit the Village store during the peak periods of the store between 7pm-8pm to get a clearer view of the situation and their opinions of the goods and services provided (Appendix 1), And (Appendix 2) for a pictorial evidence of my observation of the students at exactly 8pm on a week day. For further data collection a secondary research was also carried out to analyse the situation, sources were mainly from, academic writings, articles, journals, and reports. 2.1 RESULTS Gilmore (2003:23) Service Quality is defined as the ability of an organisation to meet or exceed customers expectations. The outcome of the SERVQUAL instrument by Berry et al (1985) distributed to forty students who visits Village store regularly and occasionally showed students expectations is greater than their perceptions and this is seen from the table below with the aid of the formula which gives all the results in negative. Their responses were from a scale of 1(Strongly Disagree) to 7(Strongly agree) while 4 is neutral. Thus, my discovery was that service promptness of Village store is not satisfactory to what the students expects. EXPECTATION PERCEPTION Frequency of response Average Frequency of response Average 1 2 3 4 5 6 7 1 2 3 4 5 6 7 reliability 1 2 0 0 5 9 8 16 5.675 1 6 8 4 11 0 3 0 2.4 2 0 0 0 4 3 13 20 6.225 2 19 4 10 5 2 0 0 2.175 3 0 1 0 5 8 12 14 5.8 3 17 6 12 3 0 2 0 4.95 4 0 0 0 3 12 8 17 5.975 4 14 12 7 5 0 1 1 2.3 responsiveness 5 0 3 1 5 5 8 17 5.525 5 14 8 0 5 0 7 6 3.35 6 0 0 0 1 3 5 31 6.65 6 18 5 9 5 1 3 0 2.45 7 0 2 1 3 4 6 25 6.25 7 5 4 5 15 5 2 4 3.825 8 0 2 0 4 1 12 21 6.1 8 14 8 4 7 1 3 3 2.85 Fig 1 Expectations Perceptions (P-E) 1. 5.675 2.4 -3.275 2. 6.225 2.175 -4.05 3. 5.8 4.95 -0.85 4. 5.975 2.3 -3.675 5. 5.525 3.35 -2.175 6. 6.65 2.45 -4.2 7. 6.25 3.825 -2.425 8. 6.1 2.85 -3.25 Fig 2 The the total reliability expectations (23.67) and perception (11.85) of students who goes to Village store is illustrated below Fig 3 The total responsiveness expectation (24.52) and perception (12.47) of students who goes to Village store is illustrated below. Fig 4 THE DIFFERENCE BETWEEN PERCEPTION AND EXPECTATION Perception Expectation P-E Reliability 11.85 23.67 -11.82 Responsiveness 12.47 24.52 -12.05 Total 24.32 48.19 -23.7 Fig 5 The pie chart below shows the overall total of students expectations is 48.2 and the total perceptions is 24.3 OVERALL TOTAL PERCEPTION AND EXPECTATION Fig 6 3.0 PERFORMANCE OBJECTIVES AND CUSTOMER NEEDS The management of an organisation controls their objectives which determine their operational activities in fulfilling customers expectation. Slack et al (2007), explains that organizations set their objectives relating specifically to its basic task of satisfying customer requirements. Village store provides services that are run by UWE and part of their aim is to ensure that service to customer is delivered promptly. Slack et al (2007). The Five Performance Objectives of organisations are: Quality, Flexibility, Speed, Dependability and Cost. Village store has not been able to meet the needs of its customers in this two: Speed and Dependability. 3.1 SPEED DEPENDABILITY SPEED: It is essential in the operations part of an organisation by providing express delivery of goods and services to its customers. Slack et al (2007) defines Speed as the elapsed time between customers requesting products or services and their receiving them. This objective is important to Village stores serving promptness to its customers as quick as possible to reduce queues at the payment point. Katz et al (1991); Taylor (1994) claims Longish waits impact negatively on customer evaluations of an outlets quality because long queues affect the customers perceptions of the punctuality of a service i.e. how promptly customer requirements are satisfied and hence his or her ratings of the service providers overall efficiency and reliability. DEPENDABILITY: It requires fulfilling all customers needs and wants without delay of their desired goods and services. This makes the organisation dependable to its customers; they are assured that their expectation would be met. Slack et al (2007) defines Dependability as delivering, or making available, products or services when they were promised to the customer. This objective is also important to Village store having a minimum amount of goods out of stock so as to be able to always keep promises made to the customers. 3.2 PROCESS AND PEOPLE The seven elements referred to as 7Ps of service marketing which are product, place, price, promotion, physical environment, people, process: represent decision variables facing managers in an organisation Lovelock Wirtz (2007:21) A process is the method and sequence of actions in the service performance. Therefore if an organisations process is not well built its outcome would be poor. The manner in which an employee relates to a customer boosts the service quality of the organisation. Village store processing of goods and service takes a long time due to its low members of staffs. The frontline staff attends to customers as much as 400-500people in a day (high volume) and this diminishes the quality of the service. f Customer pays for goods Customer search for goods in the store Customer goes to the counter Customer sees the price of goods bought Customer enters the Village Store f Line of interaction Cashier put cash in the till and gives change Cashier politely request for payment Cashiers scans goods at the tills contact person (visible action) Line of visibility Cash till indicates the total amount of goods bought Contact person (Invisible action) F means Fail Points The above diagram is the blueprint of the process of interactions between a customer and Village store. Lovelock Wirtz (2007) defines Blueprinting as a powerful tool for identifying fail points which enables us to visualize the process of service delivery by depicting the sequence of front stage interactions that customers experience as they encounter service providers, facilities and equipment, with supporting backstage activities which are hidden from the customers and are not part of their experience. Mittal Vikas (2004) Managers can identify areas of high service responsiveness, that is, areas in which overall satisfaction is low but customers are highly responsive to improvements in service quality The first fail point pinpoints when a customer search for goods in the store and sees that goods have not been stock for sale; this affects the customers behaviour towards the grocery store since he/she was unsatisfied. After an interview with an employee, it was discovered that there is a capacity problem in Village store. Slack et al (2007) defines Capacity of an operation is the maximum level of value-added activity over a period of time that the process can achieve under normal operating conditions there are four components of capacity and if limited in an organisation can lead to constraints of capacity, they are: Manpower (Human Resource) Machinery(Equipment Facilities) Materials(Raw Materials) Money (Investment Funds). At this point Village store lacks manpower (human resource) capacity and this has resulted into a stock availability problem because there are not enough employees to quickly restore goods on shelf. This has made Village store undependable because customers would get dissatisfied if they cant get what they want from the store. Second fail point explains when a customer goes to the counter to pay for the selected goods. After thorough observation it was discovered at this point that Village store lacks machinery (Equipment Facilities) and manpower (human resource) capacity to cater for its demands which results into a queuing problem since there are not enough employees to serve customers and not enough equipments. 3.3 Gaps in Service delivery The gaps model of Zeithamal, Berry and Parasuraman was extended by Lovelock Wirtz (2007:424) identifies seven service quality gaps that occur at various points during the design and the delivery of a service performance of an organisation and the expectation of customers: The knowledge gap The standards gap The delivery gap The internal communications gap The perceptions gap The interpretation gap The service gap. The gaps noticed between Village store and its customers are identified below: The standards gap: Lovelock Wirtz (2007:424) the difference between managements perception of customer expectation and the quality standards established for service delivery. The management of Village store has not been able to understand the expectations of the customers and have therefore set a standard below what the students expect. Although students have not shown concerns about the cost, quality and flexibility they have shown dissatisfaction about the speed of service and also for the fact that you cant always get what you want when you need it (Dependability). The service gap: Lovelock Wirtz (2007:424) the difference between what customers expect to receive and their perceptions of the service that is delivered. Village store has not been able to meet the expectations of its customers, Customers are dissatisfied when they come into the store and can not find what they want. As shown in the questionnaire Village store customers expectations are higher than the perceived service they are getting. CONCLUSION After observations and thorough investigations for this research it was noticed that Village store needs to work on elements like speed of service and also work towards customers seeing the store as reliable to increase their service quality and customer satisfaction rate. This research also examined the process of interaction between a customer and the store and also identified fail points of the process. The gaps that exist between customers perception and expectations in village store were also discussed in this report. RECOMMENDATIONS Customers needs must always be satisfied at all times in both goods and services received from Village store notwithstanding that they have no competitor in their convenient location and they need to go out of their way to attract more customers. The following suggestions would be helpful in solving the two major problems observed between Village store and its customers Village store needs more effective and trained hands to increase the speed of serving customers at peak periods (manpower) by planning their capacity. Slack et al (2007:299) defines Capacity Planning as the task of setting the effective capacity of the operation so it can respond to the demands placed on it by deciding how the operation should react to fluctuations in demand. To retain these students they need to have an effective capacity management to control high demands of their goods and services. Slack et al (2007:309) explains that there are three methods of responding to demand fluctuations and they are: Ignore the fluctuations and keep activity levels constant (level capacity plan) Adjust capacity to reflect the fluctuations in demand (chase demand plan) Attempt to change demand to fit capacity availability (demand management). Slack et al (2007:309) An organisation uses the combination of these plans but one could overcome the other. Village store should use chase demand plan to respond to fluctuating demands of its customers by hiring a part time staff to assist the full time staff during peak periods to serve demands of customers at these times. Roger Bennett (1998) Other policies for reducing average queue lengths at checkouts include the practice of automatically opening a new till whenever there are more than (say) five people in an existing queue. Village store should provide self service checkouts (machinery) for the students to avoid queue and reduce pressure employee at the till. In closing the standard and service gaps Village store would develop innovative ways of carrying out feedback survey from the students by issuing a single paper form to customers at the cash till or fill a register book for queries to know their perceptions about Village store satisfaction rate to make more people take part in the survey and use incentives to motivate students to want to participate, this information gathered from its students would assist the management on making sure that promises made to their customers should be fulfilled at all times. The management of Village store needs to improve on the standard they aim to achieve these recommendations by making sure they are financially buoyant enough to focus on the areas they lack in satisfying their customers without going bankrupt. This can be done by recruiting employees that are hardworking, committed, focused on achieving target goals of the store, willing to abide by their set rules, and should always do what is expected of them by making sure they not only add value to the store but also to themselves. These are essential in satisfying customers needs and wants. Slack et al (2007) explains that dependability is valued by most customers.

U.S. National Debt Essays -- Argumentative Economics Economy Papers

U.S. National Debt The U.S. national debt has reached an alarming proportion. As it steadily increases, it's effect may not be felt now, but it will be in the future. Paul Gregory and Roy ruffin, in their book entitled Economics, linked deficits with inflation in the long run (251). Demand-side inflation of this type fails to increase the GDP, but instead just increases prices. Continuous increases in prices do not benefit the country or future generations. Also entitlements, such as Social Secriuty and Medicaid, now engulf a large percent of the deficit. Figures from the article "The Entitlement Quaqmire" (http://www.europa.com/~blugene/deficit/entitlements.html) concluded that Social Secruity was the largest portion of the entitlements, which total to around one-half of the budget. While the older generations now benefit from this debt by paying lower taxes and receiving these entitlements, the younger generations will have to bare the burden of the debt run-up by these exha!ustive expenditures without recieving any benefit from them. With a future of inflation and indebtedness from which no benefit for the payee was received, demonstrates the debt will have an effect on the economy and not for the better. Some may argue that the Keynsian approach of increasing the AD by running a deficit is necessary. A liberal Democrat, Joe Schwartz in his editorial(http://comemac4.bsd. uchicago.edu/DSALit/DL/DL954#1) expre...

Psychological Inquiry Essay

Discuss the role of the researcher in psychological inquiry, referring to at least two of Heuristic and hermeneutics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The role of the researcher in psychological inquiry has traditionally focused on the manner and means of developing valid and reliable general knowledge about the human realm.   The researcher is concerned with working out a step-by-step method that, if he will follow properly, would assure the correctness of his findings.   The researcher should include using a statistical analysis method that infers the general characteristics of a population by examining only a limited number of its members.   Then, implicit in this kind of psychological inquiry is that the researcher should apply its generalized knowledge in particular situations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In addition, the researcher should produce valid and reliable general knowledge.   The logic of practice inquiry assumed in this move is that the psychological inquiry consists of determining which set of therapeutic techniques work with the kind of client being treated.   As well be developed, the researcher should based not on a general to specific logic, but on a contextualized dialogic between a particular researcher and a particular client.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the main, psychology has held that psychological inquiry should consist of applying the knowledge that is generated by research inquiries. Psychological research, following models of research developed for the physical and biological sciences, aims at discovering the consistent and regular relations that hold across human behaviors, thoughts and feelings. It produces generalized knowledge claims in a logical form: ‘If a person is a member of a category (e.g. phobic), then he/she will likely respond in a specific manner to an environmental event (e.g. cognitive restructuring).’ This understanding of the researchers` role simply involves determining the category of which the client is an instance (diagnosis) and then utilizing those research-established techniques that have been found to produce the desired outcome for this kind of client.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This traditional role of researcher – the application of research-developed general knowledge to specific situations- misdescribes the way researchers actually work with the research. Researchers work in particular situations with a particular study.   Practice inquiry role of the researcher, is for the most part, carried out without conscious deliberation about what should be done. The researcher should have the role of an ongoing conversation.   When researchers` non-deliberative   activities appear not to advance the study toward their goals, researchers engage in practical problem-solving.   Researchers` performances are informed by their practical knowledge rather than by research-generated generalized knowledge.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Researchers consistently report (e.g. Marten & Heimberg, 1995; Stiles, 1992) that they rarely look to generalized research findings in determining what they do with the inquiry.   Instead, their actions draw on their own experiences, their discussions with other researchers, and clinically based literature.   The gap between the traditional model of application and psychological practice has been problematic, if not embarrassing, for the discipline.   The discipline’s call that researchers limit their therapeutic actions to empirically validated sets of techniques (Nathan & Goran, 1998) continues the traditional model of application.   An alternate direction for psychology is inquiry that actually researchers` activity.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Two basic philosophical responses, the heuristics and hermeneutics, were proposed to the notion that there can be no certain knowledge. French postmodernists such as Deleuze and Gutari (1987) and Foucault (1979) are heuristics.   They counseled that people resist the constriction of possibilities that inheres in the belief in certain knowledge.   The awareness that knowledge is uncertain provides a release form the restraining power of culturally imposed norms clothed as necessary, natural or universal knowledge (Bernstein, 1992).   The end of epistemology makes it possible for people to destabilize and subvert culturally dominant forces and thereby gain power over their own self-formation.   The concern of the heuristics was a prescription of how to live in a world without certainties (McGowan, 1991). The hermeneutics involved a shift from instruction about how to live without certainty. That is, how     people practically deal with the world and others to accomplish everyday tasks and achieve their goals, even though their knowledge is not certain.   Because of the postmodern rejection of the notion that true knowledge can be methodologically generated, the study of researcher inquiry becomes essential.   If the research inquiry does not produce trustworthy knowledge, the notion that practice should consist of application of this knowledge to a particular situations is undercut.   The philosophical study of how people inquire about what to do focuses on the everyday activities in which people are engaged and not specifically on inquiry in psychological practice.   The two most important philosophers to study people’s everyday inquiry are Heidegger and Gadamer. Heidegger’s Being and Time (1962) was pivotal in bringing Continental philosophy’s attention to everyday inquiry.   Gadamer, who was a student of Heidegger, extended Heidegger’s position to include the study of how everyday understanding takes place.   I am particularly interested in what Gadamer`s hermeneutics to understanding how psychological researchers determine what to say and do. Gadamer mistrusted experimental science, as he understood it.   Weinsheimer (1985) points out that Gadamer`s view of science is of the pre-1960s variety, and that ‘some of his characterizations of the methods of natural science are now no longer tenable’ (p. 20).   Gadamer`s heritage was the continental hermeneutic tradition that reached back to Schleiermacher.     Ã‚  Gadamer advanced from a hermeneutic of text interpretation to a philosophical hermeneutics, that is, a general theory of how people understand and how this understanding informs action. Demonstrate your knowledge of Freud, Jung, Hillman and the philosophical commitments of depth psychology. The term depth psychology is the container for a number of psychologies that concern themselves with the unconscious. Though its existence was known and utilized by mesmerists and hypnotists (Meissner, 2000), the unconscious gained its first scientific foothold in modern times with Freud. However, the psyche recovered its greater depths in Jungian psychology and Hillman’s (1975) archetypal psychology, In all, the rational, intentional human mind, waking consciousness, or gift of reason, is only one player in a much larger field of consciousness. These depth psychologists believe that the ego consciousness, our daytime â€Å"I,† is not the master of the psychological house. They feel this was proven early on by the word association tests (Jung, 1910, 1970), where the individual, after an initial ease with associating words with given prompts, would begin to take extra long for some responses, draw blanks, give answers that rhymed. The unexpected or what went wrong, when taken together would often exhibit a thematic quality, be connected to returning emotions, memories, repressed instincts, which came to be known as the complexes. The word association tests demonstrated that in spite of our intentions, something other, not known to the daytime â€Å"I,† could interfere and participate in our behavior. Over the years, the metaphoric characters and the inner dramas of the complexes led psychologists to call their approach to the psyche a â€Å"poetic basis of mind† (Hillman, 1975, p. xi). Since the appearance of Freud’s Interpretation of Dreams in 1900, the existence of the unconscious has held as a psychological fact. The exact nature of what is in the unconscious is what distinguishes the different depths of the depth psychologies. For Freud, the unconscious contained various forms of instinct and memory in the form of complexes, a personal unconscious that had emotional and somatic/physical attributes. For Jung (1959), that personal unconscious rested upon an even deeper layer, the collective unconscious or the objective psyche, which was far more ancient than an individual lifetime and contained the primordial images, the archetypes. The archetypes featured not only emotional and somatic attributes, but also spiritual and worldly attributes that appeared in vision, dream and synchronicity. Synchronicity is Jung’s word for the meaningful coincidences that are part and parcel of deep psychological experience. For Jung, the objective psyche also contained a guiding, organizing center, the Self, very much like the Hindu Parusha, the God Within. Hillman (1975) wished to keep psychology free from the dogmatism of Jung’s Self. He said that our psychological depths do contain archetypes, but they are best served by an understanding that respects their full autonomy. In other words, for Hillman, the depths are polycentric and if there is a Self, we honor it best by not dictating how it should behave. Hillman pushes archetypal theory to its fullest stature. For him, an archetype and a God, in the classic (e.g., Grecian or polytheistic) sense of the word, are the same. Additionally, he prefers the word soul to the words personal or collective unconscious. Hillman amplified the term â€Å"soul† by using these related words: â€Å"mind, spirit, heart, life, warmth, humanness, personality, individuality, intentionality, essence, innermost purpose, emotion, quality, virtue, morality, sin, wisdom, death, God† (Hillman, 1964, p. 44). Jungian idea of the collective unconscious as the â€Å"most serviceable in the creation of an ecopsychology† (p. 302). Today we call this theory Gala. Earth itself is a living being and through our becoming conscious, she becomes conscious: â€Å"the collective unconscious, at its deepest level, shelters the compacted ecological intelligence of our species, the source from which culture finally unfolds as the self-conscious reflection of nature’s own steadily emergent mindlikeness† (p. 301). Evaluate heuristic and hermeneutics. The heuristic psychology was based on a quite simple idea. The theory was designed to explain the prevalence of cognitive biases in reasoning tasks and the puzzling fact that logical competence demonstrated on one task often failed to be exhibited on another (Evans, 1989). The heuristicanalytic theory proposed that two kinds of cognitive process were involved: heuristic processes, which generated selective representations of problem content, and analytic processes, which derived inferences or judgments from these representations. Biases were accounted for by the proposal that logically relevant information might be omitted or logically irrelevant information included at the heuristic stage. Since analytic reasoning could be applied only to these heuristically formed representations, biases could result. In the revised theory, the heuristic-analytic terminology is retained, with an attempt to define more precisely the nature of the interaction between the two processes and to assist in the generation of experimental predictions about particular reasoning tasks. At the same time, assumptions about dual systems are kept to a minimum. The present account draws heavily on the theory of hypothetical thinking put forward by Evans, Over, and Handley (2003) in an attempt to gain greater understanding of how the analytic (or explicit) system works and how it interacts with the heuristic (or implicit) system. Evans, Over, and Handley (2003) were attempting to advance in more specific terms the idea proposed by Evans and Over (1996) that the analytic system is involved whenever hypothetical thought is required. Hypothetical thinking involves the imagination of possibilities that go beyond the representation of factual knowledge about the world. Examples include hypothesis testing, forecasting, consequential decision making, and (on certain assumptions) deductive reasoning. The relevance principle concerns the generation of mental models and hypotheses by the heuristic system. It refers to the powerful tendency to contextualize all problems with reference to prior knowledge elicited by contextual cues and the current goals that are being pursued. This has been described as the fundamental computational bias by Stanovich (1999), although the term bias should certainly not be taken here in a pejorative sense. Given the notorious frame problem of artificial intelligence, we might describe the fundamental computational bias in computers as the failure to contextualize problems. What Stanovich (1999) is getting at is the fact that we need, in a modern technological society, to be capable also of abstract, decontextualized reasoning, which he believes the analytic system can achieve. Note that the relevance principle contrasts with the principle of truth in the mental model theory (Johnson-Laird & Byrne, 2002), in which it is proposed that people represent only true possibilities. By default, I assume that people represent what is believable or plausible (true is too strong a term) but also that this default can be altered according to context. Our attention can easily be focused on hypotheses that are improbable (buying health insurance to cover emergencies on a particular vacation) or most improbable (thinking about the consequences of life being discovered on Mars). The heuristic-analytic theory does not offer an original or profound solution to the problem of how relevant knowledge is delivered by the heuristic system. However, in our proposals about mental representations, we have drawn on the notion that implicatures may be added to our mental models (Evans & Over, 2004). The discipline called hermeneutics has been thriving for more than 300 years. Hermeneutics has played an increasingly influential role in what PoIkinghorne (1983) calls the â€Å"long debate† in modern times over the proper mode of inquiry in the human sciences. Should they emulate the methods of the natural sciences or develop their own distinctive approach? Are human beings different in kind from objects in the natural world: Are they requiring such a different approach? Hermeneutics as a self-conscious procedure arose in the seventeenth and eighteenth century, concerned mainly with the interpretation of the bible and classic texts. Even though these works were consulted for important insights or truths concerning human life, reflective interpretation was often felt to be required because, as the modern world dawned, they seemed to be products of quite different and somewhat alien cultures of the past. Also, the Reformation had, in many quarters, undermined the Church’s exclusive authority to interohmpret the Bible. Friedrich Schliermacher (1768-1834) broadened the scope of hermeneutics and clarified the role of the famous â€Å"hermeneutic circle,† according to which our understanding of any part of a text, work of art, or individual life is shaped by our initial or assumed understanding of the whole of it, at the same time that our understanding of that whole is continually revised by our encounter with and modified understanding of its parts. Some hermeneutic philosophers (Heidegger, 1962; Gadamer, 1989; Guignon, 1983; Taylor, 1989), sometimes termed ontological hermeneutics, might contribute to a more plausible picture of the world and the place of humans in it that would be open to religious claims and meanings. Also, I will suggest a few key ways in which such an ontology calls for a revised understanding of the aims and methods of the social sciences, including psychology. Finally, I suggest that a hermeneutic perspective gives us insights into what might be the most fruitful kind of interaction between psychology and religion. Some view them as essentially in conflict, of course, while others avoid such conflict by sealing them off from another in separate spheres. Neither approach is very helpful, obviously, to religiously inclined psychologists who want to draw in their work on possibly valid ideas from each realm. At this point, the alternative of seeking an intellectually and spiritually sound â€Å"integration† of religion and psychology beckons. From a hermeneutic standpoint, much of the spirit of this approach seems right on target, but still the idea or theory of integrating these fields seems flawed in important ways that call for rethinking the nature of their interchange. Wilhelm Dilthey (1833-1911) expanded Schliermacher’s ideas into a general theory of interpretation for the human sciences. A strictly naturalistic view of inquiry in the human sciences began to harden with the publication of John Stuart Mill’s influential System of Logic in 1843, which presented a philosophical and logical foundation for empiricism and advocated the use of natural science methods in the study of human phenomenon as the only cure for what Mill thought of as the â€Å"backward state of the moral sciences.† However, Dilthey argued forcefully that we simply do not understand our objects in the â€Å"human studies† or â€Å"human sciences† (Geisteswissenschaften) by subsuming them under general laws. â€Å"We explain nature; man we must understand† (Dilthey, 195.8, p. 144). Rather, in these disciplines we need â€Å"to forge new models for the interpretation of human phenomena †¦ derived from the character of lived experience itself †¦ to be based on categories of ‘meaning’ instead of ‘power,’ history instead of mathematics† (Palmer, 1969, p. 103).1 In these fields, according to Dilthey, we immediately grasp the meaning or import of a work of art or historical event in terms of categories of significance, purpose, or value, through a combined exercise of all our powers of cognitive reflection, empathy, and moral imagination. At the start of the twentieth century, a major transformation in hermeneutic thought took place, reflecting the growing awareness that devising rules for interpreting humans is impossible and that the whole fascination with method is a byproduct of the very scientism being called in question. The result was a shift from seeing hermeneutics as primarily epistemological or methodological, where the aim is developing an art or technique of interpretation, to today’s ontological hermeneutics, which aims to clarify the being of the entities that interpret and understand, namely, ourselves (Richardson, Powers, & Guignon, 1999). An essential part of this transformation involves becoming clear that the aspiration to pristine, a historical standards for understanding, or truly an Archimedean point for discriminating knowledge from illusion and error, is not only unattainable but reflects, in part, questionable and, in a moral or spiritual sense, somewhat inauthentic motives or goals for humans. I hope to suggest some possible reasons for this claim and provide glimpses of an ontological hermeneutic alternative to scientism, dogmatism, and relativism in the remainder of this article, in line with the effort by some leading thinkers and theologians today to â€Å"steer a course between Enlightenment foundationalism and postmodern relativism† (Browning, 2004). References Aziz, R. ( 1990). C. G. Jung’s psvchalogv of religion and syn-chronicity. Albany: SUNY. Coppin, J.(2005)The art of inquiry a depth psychological perspective. Evans. J. ST. B. T., & OVER, D. E. (1996). Rationality and reasoning. Hove, U.K.: Psychology Press. Evans, J. ST. B. T., & OVER, D. E. (1989). Explicit representations in hypothetical thinking. Behavioral & Brain Sciences, 22, 763-764. Evans, J. ST. B. T., OVER, D. E., & HANDLEY, S. J. (2003). A theory of hypothetical thinking. In D. Hardman & L. Maachi (Eds.), Thinking: Psychological perspectives on reasoning, judgement and decision making (pp. 3-22). Chichester, U.K.: Wiley. Frankel. R. (1998). The adolescent psyche: Jungian ami Winnicottian perspectives. New York: Roulledge. Freud. S. (1900/1965). The interpretation of dreams: trans. James Strachey. New York: Avon Books. Gadamer, H. G. (1975). Truth and method. (J. Weinsheimer & D. G. Marshall, Trans.) (Rev. ed.). New York: Continuum. (Original work published 1960) Goertzel. V., & Goertzel, M. G. (1962). Cradles of eminence. Boston: Little, Brown. Hawke, C. (2000). Jung and the postmodern: The interpretation of realities. London: Routledge. Heidegger, M. (1990). Nietzsche (Vois 3 & 4). New York: Harpe rCollins.Hillman, J. (1964). Suicide and the soul. New York: Harper & Row. Hillman, J. (1975). Re-visioning psychology. New York: Harper Colophon Books. Hillman, J. (1983). The bad mother: An archetypal approach. Spring, I, 165-181. Hillman, J. (1996). The soul’s code: In search of character and calling. New York: Random House. Hillman, J. (1999). The force of character and the lasting life. New York: Random House. Jung, C. G. (1910). The association method. American Journal of Psychology, 31, 219- 269. Jung, C. G. (1959). Symbols of transformation. Collected Works (Vol. 5). Princeton, NJ: Bollingen Foundation. Jung, C. G. (1965). Memories, dreams, reflections. New York: Vintage.Jung, C. G. (1970) Collected Works. 18 vols. Princeton, NJ: Bollingen Foundation. Moustakas, C. (1990)Heuristic research design, methodology and applications. Newberry Park,CA: Sage Publications Stanovich, K. E. ( 1999). Who is Rational? Studies of Individual Differences in Reasoning. Mahway, NJ: Erlbaum.   

Parenting in Diverse Cultures Essay

Culture may influence child activities and behaviors through the organization of the physical and social settings of every day life. Social as well as cultural norms, values, and conventions can direct and control the child’s behavior through the progression of social evaluation. Throughout childhood and preadolescence, due to children’s particular need for peer assimilation and closeness, peer evaluation and social recognition in the peer group can play a critical role in the mediation of cultural influences on individual functioning. Moreover, in the development of socialization, culturally shaped parental belief systems and parenting practices can mediate and restrained children’s acquisition of cultural messages. Finally, formal training in educational institutions such as the school constitutes another significant channel for the transmission of human knowledge and cultural values from adults to children in modern societies. Culturally diverse children can have an expectation concerning confidentiality as do American-born children. Also, this concept in fact runs counter to therapeutic attempts to enlist the parents as partners in their children’s treatment. Discretion with culturally diverse adolescents can be particularly challenging. Often, culturally diverse families experience conflict while children reach adolescence and instigate to identify mainly with the values of their American peer culture. On the contrary to the elongated American adolescence phase devoted to ongoing education and the development of peer relationships, culturally diverse parents can have experienced their own abbreviated adolescence cut short by the need to find employment, by early marriage, and/or by parenting. They do not recognize the push for independence among American adolescents. Culturally diverse adolescents can want to pursue the activities of American youth despite knowing their parents would condemn. Researchers are interested in parental ideologies concerning childrearing as they may provide useful information concerning the explanation of different parenting behaviors across cultures. Moreover, it is a practical assumption that parental cognitions, ideas, and beliefs serve a mediating function in development of cultural influences on parental attitudes and behaviors toward the child (Goodnow, 1995). Indeed, it has been found that parents in diverse cultures have different expectations and goals regarding parenting and that socialization goal are linked with parental judgment and valuation of normal and abnormal child behaviors (Hess, Kashiwagi, Azuma, Price, & Dixon, 1980). In traditional Chinese cultures, for instance, â€Å"filial piety† is a Confucian doctrine dictating that children vow obedience and reverence to parents. Chinese parents, in turn, are accountable for â€Å"governing† (i. e. , teaching, disciplining) their children, and are held responsible for their children’s failures. While individualistic values are underlined in Western cultures, with children being mingled to be independent and self-assertive (Hess et al. , 1980), Chinese children are socialized to be moderate, well-mannered, reciprocally dependent, and concerned with the collective. Cross-cultural differences in parenting ideology can be illustrated also in different values concerning child independence in collectivistic and individualistic cultures. A sense of autonomy is measured crucial to adaptive development in many Western cultures (Maccoby & Martin, 1983), but might not bear such implication to the adaptive development of children raised in other cultures. Indeed, there is little emphasis on socializing children to be independent in Japanese culture (Rothbaum, Pott, Azuma, Miyake, & Weisz, 2000). While American mothers are more likely than Japanese mothers to persuade their children personal autonomy and forcefulness such as defending one’s rights, Japanese mothers are more likely to socialize their children to be polite and deferential to authority figures (Hess et al. , 1980). Weisz, Rothbaum, and Blackburn (1984) argued that diverse emphases on self-sufficiency might account for such cross-cultural differences as Japanese children showing more self-control and sympathy to others and American children being more self-expressive. Parental belief systems consist of a wide range of thoughts, perceptions, values, and expectations regarding normative developmental processes, socialization goals, and parenting strategies (Goodnow, 1995). Cultural disparities in parental beliefs and values are a major source of involvement to cross-cultural differences in parental attitudes, actions, and behaviors in parenting. Nevertheless, it must be noted that the links between parental beliefs and behaviors characteristically range from weak to modest in the Western literature (Sigel, McGillicuddy-DeLisi, & Goodnow, 1992). It is largely indefinite how belief systems might be linked with parenting practices at the cross-cultural level, as these two constructs have not been obviously differentiated in several cross-cultural studies. Parents of diverse culture have the same hopes as well as dreams for their children and families that the general population does. Most desire their children to get a good education and become prolific members of society. In the more traditional families, these desires comprise learning about tribal values, beliefs, and customs. These families want successful children in a manner reliable with cooperative, noncompetitive tribal, community, and family values as well as aspirations (Burgess, 1980). Parents in diverse culture often take an dynamic role in socializing their children concerning the consequences of their ethnicity in the larger society (Harrison et al. , 1990). Oppression provides the framework of teaching about the assaults of typical culture. Parents teach their children to watch for subtle clues about whether they are welcome in a given situation (Cross, 1995). As children mature, they are more well-informed about differences in race, and they come to recognize themselves with a particular tribe; though, they appear to prefer toys, activities, and friendships from the prevailing culture. Parents (Dawson, 1988) emphasize the significance of self-esteem in their children: â€Å"If my children are proud, if my children have an individuality, if my children know who they are and if they are proud to be who they are, they’ll be able to meet anything in life† (p. 48). Positive self-esteem provides self-assurance, energy, and optimism to master life’s tasks. This positive sense of self and confidence is significant for parents as well as children. Parents who feel capable in their parenting are more able to involve themselves in their children’s lives outside the home. Parental involvement is significant to the future educational development of their children (Dawson, 1988). In diverse culture families believe that their children should have the opportunity to grow into adulthood with the considerate that they are worthwhile individuals who are equal to all other Americans. American children should believe that they are respected for their culture, as they value the worth of others. They should believe that they are valued in American society and that they can attain in any way they choose according to their individual talents (Noley, 1992). In diverse culture, children view themselves more pessimistically than do their dominant culture counterparts, let say self-concept of Native American children is negatively linked with chronological age and years of schooling. Soares and Soares (1969) found that in spite of living in poverty, disadvantaged children in elementary school did not essentially suffer from lower self-esteem and a lower sense of self-worth. These findings suggest that just being poor is not the leading factor in the low self-esteem of Native American students. Though, researchers have long been interested in family influences on child social and cognitive functioning. The general consent is that family, as a main socialization agent, plays a significant role in the development of individuals’ adaptive and maladaptive functioning. This belief has been sustained by the results of numerous empirical studies concerning the associations amongst parenting practices, family organization and family socio-ecological conditions, and child adaptive and maladaptive functioning in diverse settings, although different opinions still exist (Harris, 1995). Among family variables, parenting beliefs and practices compose a central theme in the cross-cultural study of upbringing. Several explanations for cross-cultural variations in parenting have been suggested. First, an anthropological viewpoint proposes that differential vulnerability to threats to the survival of children accounts for the changeability in parenting practices (LeVine, 1974). on the other hand, it has been suggested that parental needs to engender the values and attitudes essential for becoming a competent adult, able to achieve expected roles in his or her respective culture, may be related to diverse parenting practices across cultures (Hoffman, 1987). It has also been argued that cross-cultural differences in parenting attitudes and behaviors can reflect variability in beliefs pertaining to children’s distinctiveness and to the world in general (Super & Harkness, 1986). Reference: Burgess, B. J. (1980). Parenting in the Native-American community. In M. D. Fantini & R. Cardenas, Parenting in a multicultural society (pp. 63–73). New York: Longman. Cross, T. L. (1995). The worldview of American Indian families. In H. I. McCubbin, E. A Thompson, A. I. Thompson, & J. E. Fromer (Eds. ), Ethnic minority families: Native and immigrant American families (Vol. 1, pp. 143–58). Boston: Sage Dawson, J. (1988). â€Å"If my children are proud†: Native education and the problem of selfesteem. Canadian Journal of Native Education, 15 (1), 43–50. Goodnow, J. J. (1995). Parents’ knowledge and expectations. In M. H. Bornstein (Ed. ), Handbook of parenting, Vol. 3, Status and social conditions of parenting (pp. 305-332). Mahwah, NJ: Erlbaum. Harrison, A. O. , Wilson, M. N. , Pine, C. J. , Chan, S. Q. , & Buriel, R. (1990). Family ecologies of ethnic minority children. Child Development, 61, 347–62. Hess, R. D. , Azuma, H. , Kashiwagi, K. , Holloway, S. D. , & Wenegrat, A. (1987). Cultural variations in socialization for school achievement: Contrasts between Japan and the United States. Journal of Applied Developmental Psychology,8, 421-440. Hess, R. D. , Kashiwagi, K. , Azuma, H. , Price, G. G. , & Dixon, W. P. (1980). Maternal expectations for mastery of developmental tasks in Japan and the United States. International Journal of Psychology,15, 259-271. Hoffman, L. W. (1987). The value of children to parents and parenting patterns. Social Behavior,2, 123-141. LeVine, R. A. (1974). Parental goals: A cross-cultural view. Teachers College Record,76 (2), 226-239. Luftig, R. L. (1983). Effects of schooling on the self-concept of Native American students. The School Counselor, 30 (4), 251–60. Maccoby, E. E. , & Martin, C. N. (1983). Socialization in the context of family: Parentchild interaction. In E. M. Hetherington (Ed. ), Handbook of child psychology, Vol. 4, Socialization, personality, and social development (pp. 1-102). New York: Wiley. Noley, G. (1992). Educational reform and American Indian cultures. Tempe, AZ: Division of Educational Leadership and Policy Studies, Arizona State University. (ERIC Document Reproduction Service No. ED 362 341) Rothbaum, F. , Pott, M. , Azuma, H. , Miyake, K. , & Weisz, J. (2000). The development of close relationships in Japan and the United States: Paths of symbiotic harmony and generative tension. Child Development,71, 1121-1142. Sigel, I. E. , McGillicuddy-DeLisi, A. V. , & Goodnow, J. J. (1992). Parental belief systems: The psychological consequences for children. Hillsdale, NJ: Erlbaum. Soares, A. T. , & Soares, L. M. (1969). Self-perceptions of culturally disadvantaged children. American Educational Research Journal, 6 (1), 31–45. Super, C. M. , & Harkness, S. (1986). The developmental niche: A conceptualization at the interface of child and culture. International Journal of Behavioral Development,9, 545-569. Weisz, J. R. , Chaiyasit, W. , Weiss, B. , Eastman, K. L. , & Jackson, E. W. (1995). A multimethod study of problem behavior among Thai and American children in school: Teacher reports versus direct observations. Child Development,66, 402-415. Weisz, J. R. , Rothbaum, F. , & Blackburn, T. C. (1984). Standing out and standing in. American Psychologist,39, 955-969. Weisz, J. R. , Suwanlert, S. , Chaiyasit, W. , & Walter, B. R. (1987). Over- and undercontrolled referral problems among Thai and American children and adolescents: The wat and wai of cultural differences. Journal of Consulting and Clinical Psychology,55, 719-726. Weisz, J. R. , Suwanlert, S. , Chaiyasit, W. , Weiss, B. , Walter, B. R. , & Anderson, W. W. (1988). Thai and American perspectives on over- and undercontrolled child behavior problems: Exploring the threshold model among parents, teachers, and psychologists. Journal of Consulting and Clinical Psychology,56, 601-609.