Detailed Review of Ethical Identity Of IBs Essay Example

Detailed Review of Ethical Identity Of IBs Essay Example Detailed Review of Ethical Identity Of IBs Essay Detailed Review of Ethical Identity Of IBs Essay Identity, according to the Oxford Dictionary, is (1) absolute sameness; oneness; equality of two expressions for all values of the literal quantities, equation expressing this; (2) condition or fact that person or thing is itself and not something else; individuality, personality (The Oxford Dictionary 1984). In terms of corporate identity, the consistent visual symbols of the corporation fit the first linguistic definition, while the distinct attributes of the corporation (Balmer 1998, Bernstein 1984) or the reality and uniqueness of the organization (Gray and Balmer 2001 p. 1) fit the second definition. Hence, corporate identity can be the same and yet different (Bernstein 2003). Reviews of the literature on corporate identity indicate a plethora of definitions for the term, ranging from the tangible to intangible, and from the tactical to strategic (see Allessandri 2001, Melewar and Jenkins 2002 for a compilation of the various definitions). However, there is some agreement among researchers that the term is related to answering the questions what are we? And who are we? (Balmer and Greyser 2003) or what the firm is (Hawn, 1998, Portugal and Halloran 1986), hence referring to the distinct attributes of the organisation. Birkigt and Stadler (1986, as cited in Balmer 2001) suggest four elements of corporate identity: personality, behaviour, communication and symbolism, while van Rekom (1997) identifies three elements: essence features of the firm, features that set it apart from others and continuity of the features over time. According to Balmer and Soenen (1999) corporate identity encompasses three elements: the mind (the expressed organisational ethos, vision, strategy and product performance), the soul (distinctive corporate values of the firm) and the voice (the various ways of communicating to key stakeholder groups). In short, corporate identity is the bonding of strategy, structure, communication and culture, embracing both tangible (e. g. name, logo and colour) and intangible (e. g. firms behaviour and reputation) elements that make it distinctive (Balmer 2001, p. 280). Balmer and Soenen (1999) further operationalised four distinctive features of corporate identity using the mnemonic ACID, each letter representing a distinct identity type: actual, communicated, ideal and desired. Actual identity encompasses the business strategy, values and philosophy, corporate culture and structure (Gray and Balmer 1998) while communicated identity is closely linked to image and reputation, which in turn leads to the realisation of desired (what corporate management wants it to be) and ideal identities (what stakeholders see as optimal). Since their exists an explicit covenant or a promise (Johansson and Hirano 1999, Mitchell 1999) between an organisation and its key stakeholders, corporate identity must be managed so as to ensure alignment between the various identities suggested by Balmer and Soenen (1999). This entails communicating and behaving in a manner that leaves a pleasant impression with key stakeholders (Cornellisson and Elving 2003). One of the avenues through which information about corporate identity (e. g. its ideology, management philosophy, products, commitments to society, etc. ) is communicated is the corporate annual report. Hence, managing information disclosure in corporate annual reports in a consistent and pleasing manner will produce a positive corporate image an over time will produce a positive corporate reputation (Allesandri 2001). In other words, through proper communication management, companies can build their reputation, which may lead to competitive advantage (see the operational model for managing corporate identity by Gray and Balmer 1998) and will pay off in both operational and financial ways (Dowling 2001), as well as ensure business survival (Balmer and Stotvig 1997, van Riel and Balmer 1997). Islamic banks are representative of a new wave of corporations whose social goals are at least (if not more) as important as making profit. Based on the definition by Gray and Balmer (2001), such corporations fit what they described as having ethical identity. They studied two such corporations. Migros and Patagonia to find commonalities that exist between them. Berrone et al. (2005) assessed the impact of corporate ethical identity on the firms financial performance and their results indicate that revealed ethics (aspects of communication of the ethical identity) have informational worth and enhance shareholder value, while applied ethics (all actions and policies considered as ethical and beyond communication of ethical values) have a positive impact through the improvement of stakeholder satisfaction. Since commonalities already exist between Islamic banks, as they are based on the Islamic ethical business framework drawn from the Shariah (Islamic law, often referred to as ethics in action), it would be interesting to assess whether an ethical identity gap exists and its implications on corporate branding and corporate image and reputation. Hence, in this article, we attempt to assess the degree of variation of communicated ethical identity (as disclosed in the corporate annual report) against a benchmark of ideal ethical identity (checklist constructed based on Islamic precepts) for the Islamic banking sector where trust is vital. Specifically, we measure the degree of ethical identity of seven Islamic banks in the Arabian Gulf region based on their corporate annual reports for the years 2002-2004 inclusive, using what we term an Ethical Identity Index (EII). The reason for confining our scope to Islamic banks in the Arabian Gulf region is because these countries share a similar socio-economic structure, which as such enables us to control for macro and cultural effects and make comparison and interpretations more meaningful. We chose corporate annual reports rather than other media of communication in assessing communicated ethical identity because they offer a snapshot of managements mindset in a particular period (Neimark 1992), have greater potential to influence due to widespread distribution (Adams and Harte 1998), are more accessible for research purposes and are used by a number of stakeholders as the sole source of certain corporate information (Deegan and Rankin 1997). The results of our survey, analysis and discussion constitute a further contribution to corporate identity, corporate communication, corporate social responsibility and Islamic banking literature. The article proceeds as follows. The next section presents a literature review on various aspects of Islamic banking and discusses what constitutes the ideal ethical identity based on the Islamic precepts. The third section describes the research method. The fourth section presents our results and discussion, followed by the conclusions, implications and avenues for further research in the final section.

How to Get the Best Letter of Recommendation for Scholarships

How to Get the Best Letter of Recommendation for Scholarships SAT / ACT Prep Online Guides and Tips Scholarships are competitive. They represent an investment in you as a student and your commitment to pursuing your goals in college. Donors want to make sure you're putting their money where your mouth is, so to speak. In order to earn a scholarship, applicants should give committees a clear sense of who they are, what their plans are, and how motivated they are to achieve them. Letters of recommendation for scholarships can go a long way toward testifying to a student's past achievements and potential for future success. Let's take a more in depth look at what purpose recommendation letters serve in the scholarship application process. What's the Purpose of Recommendation Letters for Scholarships? Scholarships are often awarded to a specific type of student with specific goals. They might be merit-based and awarded for achievement in science, writing, or math. Others support a special talent in athletics, music, or art.Whatever the focus, most scholarships are looking for something distinct. Letters of recommendation can go a long way toward reinforcing a student's unique story and testifying to her special talent or commitment. If the scholarship committee is looking for the next great violinist at Carnegie Hall, then the recommendation can speak to the student's singular commitment to daily violin practice and her moving solo concerts at school.Letters of rec can both validate and add further dimension to the story a student is telling the scholarship committee. Recommendation letters also show that the student has teachers, counselors, or other people in her life who are excited to advocate for her. Glowing reference letters show that others believe in her past and future accomplishments. They also hint that a student will be similarly successful at connecting with professors at college and making the most out of the opportunities that are available in and out of the classroom. Finally, strong reference letters help a student come to life as a 3-dimensional person in the eyes of a scholarship committee. While students may have similar resumes, recommendations can helpdifferentiate students and illuminate their unique character and personality.While resumes list what a student has done in the past few years, recommendation letters describe how a student conducts herself and what passions and motivations drive her actions. The best person to communicate all this knows the student well and has the writing skills and time to handcraft an eloquent statement of support. If you're a student applying for a scholarship, how can you choose the right person(s) to take on this important task? Choose wisely. Choosing Your Recommender First and foremost, you have to know the requirements of the scholarship. Do they want to see recommendations from a teacher? A counselor? A friend? Do they want one recommendation, two, or three? The type of scholarship will also help determine who you ask. To win a scholarship for achievement in science, you'd most likely want to ask your biology, chemistry, or physics teacher. If it's a baseball scholarship, then Biology Department Head Mr. Wilson singing praises of your lab skills might not get you too far. Besides these more obvious considerations, you should be thoughtful about who you've connected with and who knows you well enough to provide deep insight into your character and personality. Junior year teachers are often a good choice, because they had you in class recently and for an entire year. Freshman and sophomore year teachers may be reaching too far back into the past, and senior year teachers probably don't know you well enough yet. Some students ask a department head or even the principal. These letters can go a long way if the administrator knows you well, as it shows you stood out among all the students in the school. If it's a generic or distant letter though, then it won't be that effective, even coming from the principal or other administrator. Besides supporting you and having a strong relationship with you, the best letter writers are skilled and experienced at writing recommendations. Often your school counselor will have good advice as to which teachers are good choices. You might also hear through word of mouth, or consider how many years of experience a teacher has. Depending on your relationship with the teacher, you might share guides on how to write strong recommendation letters or a sample letter of recommendation for scholarship with them. You can gauge how this would be interpreted, whether it would be seen as a helpful gesture or unintentionally cause offense.Here you can do a little detective work, figure out who has the skill and time to craft an effective letter, and who might be open to suggestions or feedback. Once you've figured out who you want to ask to recommend you for the scholarship, how can you go about asking them? Might I have a moment of your time? How to Request Letters of Recommendation for Scholarships Since a letter of recommendation for scholarship takes time and thought to craft, you should ask for it at least a month before the scholarship deadline. It's definitely advisable to ask in person. Asking face to face communicates respect and maturity, plus it allows you to have a discussion about your application and any questions your recommender might have. If you're asking a teacher, it's a good idea to set up a time to meet during a break period or after school. You should also bring your completed "brag sheet" in hand, which I'll discuss in more detail below. When you meet with your teacher, you can make your request direct and to the point. She's probably well used to receiving requests for letters of recommendation, whether they're for college or scholarship applications. You could say something like the following, customized to your specific scholarship and teacher: I'm applying to the X Scholarship to support my plans for college next year. I really enjoyed your class and learned a ton from you. I'd be flattered if you could provide me with a strong letter of recommendation for my application. From here, pay attention to your teacher's reaction. If she seems busy, hesitant, or otherwise not into it, you might want to ask someone else. A lukewarm letter won't boost your application; in fact, it could actually hurt it. Make sure your recommender is happy to write you a letter without reservation. Otherwise, thank her and ask somebody else. A lot of teachers, especially experienced ones, are familiar with the various colleges that their students apply to over the years and can customize their rec letters to each school. Since there are so many scholarships out there, though, they might not know the ins and outs of the one you're hoping to win. This information, along with a "brag sheet," is useful to discuss when you make your request. Information to Give Your Recommender Of course, the necessary information is the logistics: how to submit, what forms to fill out, and what deadlines to meet. Make sure to tell your recommender exactly how and where to send their letters of recommendation and by what date. Then you can share more about the scholarship itself and why you feel you deserve it. To help your recommender customize your letter to your scholarship, tell her all about what the scholarship is for and what kind of students it's looking to reward. You can also share the rest of your application, so your recommender can complement your story. If you're focusing in on your passion for coding and building websites, then your computer science teacher can talk all about the site you designed in her class. In addition to your application, you could provide a "brag sheet" like many students do for college recs. You might call this something else in your school, but for the purposes of this article I'll stick with brag sheet. The brag sheet is more than a resume. It goes beyond listing your grades, clubs, and activities and provides space for you to reflect on your goals and passions. You can share significant experiences that shaped your values and sense of who you are, along with tough obstacles you had to overcome in your life. Your parents may also give input on this. Sharing these reflections not only helps remind your recommender of what you've accomplished in high school, it also helps reveal deep things about yourself that she may not have known about yet. By learning what's important to you and what lessons you take from your experiences, your recommender can gain even further insight into who you are. All of this is a recipe for a powerful and moving letter of recommendation in support of your scholarship application. Sharing so much about yourself can feel uncomfortable to a lot of students, and requires a certain amount of vulnerability and courage. Don't feel like you have to talk about anything you'd rather keep private. At the same time, sharing your stories could help you connect more meaningfully with your recommender and lead to an insightful, dynamic recommendation letter in your favor. Your recommender may even share her letter with you for feedback, though this is completely up to her. Recommendation letters are generally kept confidential in the academic world. Once you've made your request and shared all the important details, what are the next steps you should take in this process? Unlike the Penrose Stairs, these next steps are possible and recommended. Next Steps After giving your recommender at least a month's notice, if not more, I recommend following up with her about a week before your deadline. You can ask her if she has any other questions about the scholarship and thank her again for providing you with a reference. Once she's submitted her part, and you've completed all the other parts of the scholarship application to the best of your ability, make sure to send a thank you note. Also let her know how it all ends up, hopefully with a letter of congratulations from the scholarship committee! Ultimately, your instincts about who should recommend you will take you a long way. Additionally, these are the most important points to remember about getting a letter of recommendation for scholarship. Money fan. Key Points to Remember These are the most important takeaways for requesting letters of recommendation for scholarships. Ask a qualified person (experienced teacher, counselor, supervisor, etc) who knows you well and is happy to provide you with a strong and thoughtful endorsement. Discuss all the important details with your recommender, like the requirements of the scholarships and the themes of your application. Take the time to reflect on and share your thoughts about your own motivations, goals, and the significant experiences that have shaped you in your life. Send your recommender a friendly reminder about a week before your deadline, and be careful to get everything completed thoroughly and on time. Send a thank you note (or fruit basket, cookies, Groupon for paintball lessons...whatever seems most fitting). All parts of your scholarship application are important, including your recommendation letters! As long as you're careful about who you choose, your letters of recommendation can go far toward strengthening your application and impressing the scholarship committee. What's Next? Do you also need letters of recommendation for college? Is the process of asking for a letter for college any different than asking for one for scholarships? Find out here, with our complete guide to requesting recommendation letters for college. Are you applying to a selective institution, like an Ivy League school? Learn how to make your application stand out among the pool of qualified applicants with this Harvard alum and admissions expert's guide to getting into Harvard or the Ivy League. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. 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Ethics Essay Example | Topics and Well Written Essays - 250 words - 40

Ethics - Essay Example In joining an organization, the employee signs a document in agreement to the terms and conditions of employment (Giacalone & Promislo, 2014). The document many at time is known to constitute ethical policies in detail otherwise an employee is presented with a separate document with ethics rules. In a situation where a coworker who is a friend is involved in violating the company’s ethics, dealing with the situation at hand in a professional manner without being bias is the right thing to do. Biasness is an unethical behavior in both the work place and personal life. In handling the situation, it is rational to have a candid formal talk with the coworker in the work place regarding the issue at hand. For reference purposes, it is vital to present a copy of the company’s ethics rules to the coworker highlighting the violated rule. After the talk, urging the coworkers to present themselves to the appropriate authority on grounds of ethical behavior is the best option in dealing with the issue at hand (OBrien, James Marakas, George, 2010). Security violations place the company at risk in terms of confidential information and the lives of human resource. The most appropriate penalty to a security violation is to let go of the involved personnel after thorough investigations prove the employee guilty of misconduct. On the other hand ethical violations are best penalized by placing the involved employee on probation for a period of time depending on the weight of the unethical behavior. Such a penalty serves as a disciplinary action to the personnel. While on probation the employee is meant to work on rectifying, where they went

Causes and Effects of Poverty in Society Research Paper

Causes and Effects of Poverty in Society - Research Paper Example Causes and effects of poverty are interrelated and problems associated with poverty never occur alone. The deficiency of income for sustainability may be inherited and the vicious cycle of poverty results to the passing of these problems from one generation to another (Blau 265). Due to tensions in the social circles, nations stand threatened due to the resulting income inequalities which could result to a country being destabilized. Poor housing, unsafe work environments as well as diseases related to food and water results from the lack of enough money ((Blau 272). Socially, poverty results to high infant mortality and death rates, increased diseases related to hygiene and diet, increased crime rates as people devise survival ways to face poverty and finally increased homelessness. Politically, nations face increased risks of war, mass emigration, genocide as well as terrorism (Blau 276) Step 6: Summarizing Sources Deaton, A. Health, inequality and economic development. Journal of Economic Literature 41: 113. 58, 2003. Print Deaton (58) discusses the mechanisms which are associated with inequality and health as well as review evidence on the effects of the existing income inequality on people’s mortality. ... Parents experiencing hard economic times are very strict as well as become erratic followed by issuance of demands and resulting to insulting their children not to mention administering corporal punishment (Duncan 98). Poor families are trapped the poverty cycles for as many as there exists many disadvantages which collectively work in a circular process making it impossible for individuals to break the poverty cycle (Duncan 105. This is because the poor lack resources to get them out of the poverty, such as finances, quality education, or social connections. Individuals who are poverty-stricken experience disadvantages as a result of their poverty and in turn increases their poverty. This would mean that the poor remain poor throughout their live (Duncan 86). Step 8: Integrating Sources The cause of poverty is as a result of inequality in the income distribution and this leads to deficiency in meeting the basic needs. Another cause of poverty is lack of quality education which is no t able to secure well paying jobs for people or is unable to start income generating activities (Deaton 58). Therefore, the lack of any work to do for individuals eventually results to poverty. Corruption is another contributing factor to causing poverty as it robs the poor to pay the rich off their corrupt activities. Corruption may deprive individual equal opportunities to work competently as the corrupt always have their way even on securing of jobs. Unforeseen circumstances such as the natural calamities may also cause poverty due to the property damage experienced. Finally, a strain on the natural resources due to overpopulation also causes poverty in

Essay Midterm Essay Example for Free

Essay Midterm Essay 1)The subfields of anthropology seem quite diverse in their specific subjects and methods. Why, then, are they all considered parts of the single discipline of anthropology? What ties them together? Anthropology is an extensive discipline. It is so broad it had to be split into four subfields; Archeology, Biological (Physical), Cultural, and Linguistic anthropology. The definition of anthropology is â€Å"the holistic, scientific study of human kind† (Park, 2014). Parks (2014) states, every anthropologist wants to know why we have a tendency as humans to behave as we do, change constantly, have different cultural behaviors and the ability to constantly evolve. Anthropology answers these questions from the different subfields. â€Å"Archaeology examines our past ways of life through the interpretation of material culture, organic remains, written records, and oral traditions, Biological Anthropology deals with the evolution of the human body, mind and behavior as inferred through study of fossils and comparisons with behavior and anatomy of other primate species, Cultural Anthropology explores the diversity of existing human ways of life, how they work, how they change, and how they interrelate in the modern world and Linguistic Anthropology examines the structure and diversity of language and related human communication systems† (Sanoma State University, 2014). Even though the subfields seem quite diverse they do have similarities that tie them together. According to the American Anthropology Association (2014), â€Å"each subfield applies theories, employs systematic research methodologies, formulates and tests hypotheses, and develops extensive sets of data.† References Anthropology: exploring the human in all of us. (December 12, 2012). American Anthropological Association. Retrieved from http://www.thisisanthropology.org/about-anthropology Parks, (2014) Introducing Anthropology an Integrated Approach (6th ed), McGraw Hill education Sonoma State University, (March 5, 2014). Anthropology consist of four (some would say five) subfields. Retrieved from https://www.sonoma.edu/anthropology/home/subfields.html

In Ozymandias the subject of the passing of time is different to :: English Literature

In Ozymandias the subject of the passing of time is different to Coy Mistress Compare the ways in which the poems you have studied deal with the passing of time. All the three poems deal with the subject of the passing of time in different ways. In â€Å" His Coy Mistress† Marvell uses time to say let us form a sexual relationship together by saying â€Å"Had we but world enough, and time, This coyness, Lady, were no crime† which means if we had all the time in the world we could do whatever we wanted to do. But we don’t have all the time so let us form the relationship now. In â€Å"Ozymandias† the subject of the passing of time is different to â€Å"Coy Mistress† because the poet is saying no tyranny can beat time. This is symbolised by the statue in the poem. The reason it is different is because it’s not saying marry me of have a relationship it is shown by the statue. In â€Å" To the Virgins, to Make Much of Time is similar to â€Å"Coy Mistress† because the poet is speaking to the women by saying â€Å"Then be not coy, but use your time, And while ye may go marry† which means don’t be shy use your time and whilst your are young go and marry. â€Å"To the Virgin† and â€Å"Coy Mistress† are different to â€Å"Ozymandias† because Ozymandias is about a time defeating human power and the other two poems are about love or human desire beating time. In â€Å"Coy Mistress, the poem has a soft touch. Marvell shows his intelligence by referring to exotic places for instance the Indian Ganges in his poem. He also uses biblical references like 'before the flood', which is supposed to represent the idea of Noah's Ark and how a big storm came causing a flood and animals dying. These hyperboles also include phrases like 'an hundred years,' 'two hundred,' and 'thirty thousand,' so that he can exaggerate his feelings and emotions. Metaphors used like 'winged chariot' which means to describe time, death hurrying near. 'Vegetable love' helps to expand the meaning and clarify his feeling and emotions that he has for his mistress. The idea of 'vegetable love' denotes the meaning about the ancient division of souls that they were vegetative, sensitive and rational. All the poems that I am studying were written in the era of metaphysical poetry (1590 - 1670). The idea of this style was that of exploring ideas through intricate and startling images. The themes of metaphysical poems are usually that of religion, love or wordplay. Metaphysical poems tend to have underlying themes, often written with

Coexistence of Private and Public Sectors

New Economic PolicyFrom Wikipedia, the free encyclopediaJump to: navigation, search For the Malaysian New Economic Policy, see Malaysian New Economic Policy. Soviet Union This article is part of the series: Politics and government of the Soviet Union ——————————————————————————– Government[show]ConstitutionGovernment MinistriesState CommitteesExecutive OfficerCouncil of People's CommissarsCouncil of MinistersCabinet of MinistersState CouncilPresidential Council Communist Party[show]Communist Party CongressHistoryGeneral Secretary PolitburoCentral CommitteeSecretariatOrgburo Leadership[show]LeadersPremiers CabinetsPresident (List) Vice PresidentCollective leadership Legislature[show]Congress of Soviets Central Executive CommitteeSupreme Soviet Soviet of the UnionSoviet of NationalitiesPresidiumCongress of People's Deputies Speaker1989 Legislative election Judiciary[show]Law Supreme CourtPeople's CourtProcurator General History[show]1917–1927 RevolutionCivil War1927–1953 World War II1953–1964 Khrushchev Thaw1964–1982 Era of Stagnation1982–1991 Dissolution Ideology[show]State Ideology Soviet democracyMarxism-LeninismLeninismStalinism Economy[show]Economy AgricultureConsumer goodsFive-Year PlanKosygin reformNew Economic PolicyS cience and technologyEra of StagnationMaterial balance planning Society[show]Culture DemographicsEducationFamilyPhraseologyReligionTransportRepre ssion CensorshipCensorship of imagesEconomic repressionGreat purgeGulag systemCollectivizationHuman rightsMass killingsIdeological repressionSuppressed researchPolitical abuse of psychiatryPolitical repressionPopulation transferPropagandaRed Terror ——————————————————————————– Atlas USSR Portal view  ·talk  ·edit The New Economic Policy (NEP) (Russian: , , Novaya Ekonomicheskaya Politika) was an economic policy proposed by Vladimir Lenin, who called it state capitalism. Allowing some private ventures, the NEP allowed small animal businesses or smoke shops, for instance, to reopen for private profit while the state continued to control banks, foreign trade, and large industries. [1] It was officially decided in the course of the 10th Congress of the All-Russian Communist Party. It was promulgated by decree on 21 March 1921, â€Å"On the Replacement of Prodrazvyorstka by Prodnalog† (i. e. , on the replacement of foodstuffs requisitions by fixed foodstuffs tax). In essence, the decree required the farmers to give the government a specified amount of raw agricultural product as a tax in kind. [2] Further decrees refined the policy and expanded it to include some industries. The New Economic Policy was replaced by Stalin's First Five-Year Plan in 1928. Contents [hide] 1 Beginnings 2 Policies 3 Disagreements in leadership 4 Results 5 End of NEP 6 See also 7 Multimedia 8 Further reading 9 Footnotes 10 External links [edit] Beginnings This section requires expansion. The NEP replaced the policies of War Communism. Whilst some leading Bolsheviks were opposed to it, it seemed necessary due to circumstances to allow limited private commercialism in the form of the NEP. [edit] PoliciesThe laws sanctioned the coexistence of private and public sectors, which were incorporated in the NEP, which on the other hand was a state oriented â€Å"mixed economy. † [3] Rather than repossess all goods produced, the Soviet government took only a small percentage of goods. This left the peasants with a marketable surplus which could be sold privately. [4] The state, after starting to use the NEP, migrated away from Communist ideals and started the modernizing of the economy, but this time, with a more free-minded way of doing things. The Soviet Union stopped upholding the idea of nationalizing certain parts of industries. Some kinds of foreign investments were expected by the Soviet Union under the NEP, in order to fund industrial and developmental projects with foreign exchange or technology requirements. [5] The move towards modernization rested on one main issue, transforming the Soviet Union into a modern industrialized society, but to do so the Soviet Union had to reshape its preexisting structures, namely its agricultural system and the class structure that surrounded it. The NEP was primarily a new agricultural policy. [6] The Bolsheviks viewed traditional village life as conservative and backward. The old way of village life was reminiscent of the Tsarist Russia that had supposedly been thrown out with the October Revolution. With the NEP, which sought to repudiate the â€Å"old ways,† methods were put in place which promoted the pursuit by peasants of their self-interests. However, the state only allowed private landholdings because the idea of collectivized farming had met with much opposition. [7] edit] Disagreements in leadershipLenin considered the NEP as a strategic retreat. [8] However, he justified the NEP by insisting that it was a different type of capitalism. He i nsisted that this form of â€Å"state capitalism† was the last stage of capitalism before socialism evolved. [9] Leon Trotsky and Joseph Stalin disagreed over how to develop the Soviet Economy after the World War and the Civil War. Trotsky, supported by left-wing members of the Communist Party, believed that socialism in Russia would only survive if the state controlled the allocation of all output. Trotsky believed that the state should repossess all output to invest in capital formation. On the other hand, Stalin supported the more conservative members of the Communist Party and advocated for a state run capitalist economy. Stalin managed to wrest control of the Communist Party from Trotsky. After defeating the Trotsky faction, Stalin reversed his opinions about economic policy and implemented the First Five-Year Plan. [10] [edit] ResultsAgricultural production increased greatly. Instead of the government taking all agricultural surpluses with no compensation, the farmers now had the option to sell their surplus yields, and therefore had an incentive to produce more grain. This incentive coupled with the breakup of the quasi-feudal landed estates not only brought agricultural production to pre-Revolution levels but surpassed them. While the agricultural sector became increasingly reliant on small family farms, the heavy industries, banks and financial institutions remained owned and run by the state. Since the Soviet government did not yet pursue any policy of industrialization, and did not allow it to be facilitated by the same private incentives that were increasing agricultural production, this created an imbalance in the economy where the agricultural sector was growing much faster than heavy industry. To keep their income high, the factories began to sell their products at higher prices. Due to the rising cost of manufactured goods, peasants had to produce much more wheat to purchase these consumer goods. This fall in prices of agricultural goods and sharp rise in prices of industrial products was known as the Scissor crisis (from the shape of the graph of relative prices to a reference date). Peasants began withholding their surpluses to wait for higher prices, or sold them to â€Å"NEPmen† (traders and middle-men) who then sold them on at high prices, which was opposed by many members of the Communist Party who considered it an exploitation of urban consumers. To combat the price of consumer goods the state took measures to decrease inflation and enact reforms on the internal practices of the factories. The government also fixed prices to halt the scissor effect. The NEP succeeded in creating an economic recovery after the devastating effects of the First World War, the Russian Revolution and the Russian civil war. By 1925, in the wake of Lenin's NEP, a â€Å"†¦ major transformation was occurring politically, economically, culturally and spiritually. Small-scale and light industries were largely in the hands of private entrepreneurs or cooperatives. By 1928, agricultural and industrial production had been restored to the 1913 (pre-World War I) level. However, unemployment skyrocketed under the NEP and a wider gap was created between classes. [2] [edit] End of NEPBy 1925, the year after Lenin's death, Nikolai Bukharin had become the foremost supporter of the New Economic Policy. It was abandoned in 1928 after Joseph Stalin obtained a position of leadership during the Great Turn. Stalin had initially supported the NEP against Leon Trotsky, but switched in favour of Collectivization as a result[citation needed] of the Grain Procurement Crisis and the need to accumulate capital rapidly for the vast industrialization programme introduced with the Five Year Plans. It was hoped that the USSR's industrial base would reach the level of capitalist countries in the West, to prevent them being beaten in another possible war. (Stalin proclaimed: â€Å"Either we do it, or we shall be crushed. â€Å") Stalin proposed that the grain crisis was caused by the NEP men, who sold agricultural products to the urban populations for a high price. An alternative explanation for the grain crisis (which is more popular among western historians)[citation needed] revolves around the focus on heavy industry creating a significant consumer goods shortage; which meant peasants had nothing to spend their resources on, thus resulting in the hoarding of their grain. For Lenin and his followers, the NEP was intended as an interim measure. However, it proved highly unpopular with the Left Opposition in the Bolshevik party because of its compromise with some capitalistic elements and the relinquishment of State control. [2] They saw the NEP as a betrayal of communist principles, and they believed it would have a negative long-term economic effect, so they wanted a fully planned economy instead. In particular, the NEP created a class of traders (â€Å"NEP men†) whom the Communists considered to be â€Å"class enemies† of the working class. On the other hand, Lenin is quoted to have said â€Å"The NEP is in earnest and long-term† ( — ? ), which has been used to surmise that if Lenin were to stay alive longer, NEP would have continued beyond 1929, and the disastrous collectivization would have never happened, or it would have been carried out differently. Lenin had also been known to say about NEP: â€Å"We are taking one step backward to later take two steps forward†, suggesting that, though the NEP pointed to another direction, it would provide the economic conditions necessary for socialism eventually to evolve. Lenin's successor, Stalin, eventually introduced full central planning (although a variant of public planning had been the idea of the Left Opposition, which Stalin purged from the Party), re-nationalized much of the economy, and from the late 1920s onwards introduced a policy of rapid industrialization. Stalin's collectivization of agriculture was his most notable and most destructive departure from the NEP approach. It is often argued[citation needed] that industrialization could have been achieved without any collectivization and instead by taxing the peasants more, as similarly happened in Meiji Japan, Otto von Bismarck's Germany, and in post-World War II South Korea and Taiwan. [edit] See alsoEconomic calculation problem Planned economy [edit] MultimediaVladimir I. Lenin: About Natural Tax (Text of the speech in Russian, Record (help ·info)) [edit] Further readingDavies, R. W. (ed. ) (1991). From tsarism to the new economic policy: continuity and change in the economy of the USSR. Ithaca, N. Y. : Cornell University Press. ISBN 0801426219. Fitzpatrick, Sheila, et al. (ed. ) (1991). Russia in the Era of NEP. Bloomington, IN: Indiana University Press. ISBN 025320657X. NEP Era Journal: http://www. d. umn. edu/cla/NEPera/main/index. php Nenovsky. N,(2006). „Lenin and the currency competition. Reflections on the NEP experience (1922-1924),â€Å". International Center of Economic Research Working Paper,Torino, No 22, 2006 [edit] Footnotes1. Ellis, Elisabeth Gaynor; Anthony Esler (2007). â€Å"Revolution and Civil War in Russia†. World History; The Modern Era. Boston: Pearson Prentice Hall. pp. 483. ISBN 0-13-129973-5. 2. ^ a b c Service, Robert (1997). A History of Twentieth-Century Russia. Cambridge, MA: Harvard University Press. pp. 124–5. ISBN 0-074-40348-7. 3. ^ V N. Bandera â€Å"New Economic Policy (NEP) as an Economic Policy. † The Journal of Political Economy 71, no. 3 (1963):. http://www. jstor. org/stable/1828984 (accessed Mar 4, 2009), 268. 4. ^ Sheila Fitzpatrick, The Russian Revolution. New York: Oxford University Press, 1984; pg. 95. 5. ^ Fitzpatrick, The Russian Revolution, pg. 96. 6. Vladimir P. Timoshenko, Agricultural Russia and the Wheat Problem. Stanford, CA: Food Research Institute, Stanford University, 1932; pg. 86. 7. ^ Sheldon L. Richman â€Å"War Communism to NEP: The Road from Serfdom. † The Journal of Libertarian Studies V, no. 1 (1981): (accessed Mar 4, 2009), 93. 8. ^ New economic policy and the politprosvet's goals. Lenin V. I. Collected Works v. 44. p. 159 9. ^ Sheldon L. Richman â€Å"War Communism to NEP: The Road from Serfdom. † The Journal of Libertarian Studies V, no. 1 (1981): (accessed Mar 4, 2009), 94. 10. ^ Sheila Fitzpatrick, The Russian Revolut ion, (New York: Oxford University Press, 1984), 115. [edit] External links

The History of Cake Making

Sharon Cassidy DT418/3 The History of Cake Making Lecturer: Mary Kavanagh Introduction The purpose of this essay is to give a brief history of cake. Firstly this essay will begin with the manifestations of the first ‘cakes’ in Egyptian times and it’s evolvement throughout emerging civilisations and their contribution to the notion of cakes as we know them today. Influences such as colonisations, global trading and immigration will also be discussed to illustrate how the movement of ingredients and methods contributed to the fusion of culinary knowledge. This report will also acknowledge advancements in technology to aid both the domestic and commercial baker, and how consumer trends have changed dramatically throughout history. Origin According to Humble(2010) evidence from archaeological digs from our Neolithic ancestors have shown that cakes in some form or other were being made then, although these early endeavours are a far cry from our perception of what a cake is today. These ancient cakes would have been would have been made from little more than crushed grains , mixed with water and made into rounds and baked on a hot stone. They would have been very crude and flat as leavening agents had not yet been discovered; in fact the word cake is also used to describe something that is flat and compacted such as a cake of soap. Humble (2010) also writes that these so called cakes would have been the precursor to the oatcakes we have today but are now categorised as a biscuit. Castella(2010) writes that very little is known about the culinary experiences of these times as there are not much written about food prior to the eighteenth century, however some records exist in the form of tomb drawings, tax records, Greek plays and shipping and military records. It is thought that around 5,000 B. C. the Egyptians accidentally discovered how to make leavened bread. There are some theories surrounding this discovery such as a mixture of flour and water were left outside for some time and â€Å"caught† natural yeast from the air causing bubbles of gas to appear in the mixture which was then used in the making of some bread , or some liquid that was being used to make beer was also used in the making of bread, either scenarios would have resulted in a risen or leavened bread that must have been a huge improvement on the hard and tough bread that had been previously eaten. The Egyptians are credited with sweetening these breads with honey commencing the evolvement of the cake(www. theoldfoodie. com) . The cakes began to be associated with religious ceremonies of which there are tomb paintings showing such scenes involving breads/cakes of various shapes such as rings, fish, crescents and birds being offered to the Gods. The Greeks were very creative with their ‘cakes’ by advancing on the Egyptians innovations by adding fruits like dates and figs and nuts such as pistachio and pine nuts . The Greeks are also being attributed with the invention of cheesecakes which were made with goat’s milk. The Greeks were great innovators when it came to cake making and in fact baking became a trained profession with the emergence of a strict baker’s guild (Castella, 2010) which lasted for several centuries. During the rise of the Roman Empire the Roman’s took what the Greeks had started with baking and improved it further bringing their new techniques with them on military campaigns and thus spreading new methods across Europe, they in turn also collected new ideas, ingredients and tools with which they combined to invent new recipes and formulas. Medieval to Modern Cake Making The beginning of the Medieval period saw an increase in population and the emergence of cities and towns. There was now a greater demand for food and crops were now grown in surplus to supply workers in the towns. Flandrin and Montanari(1999) write that this gave way to markets being set up in the main thoroughfare of towns and crafts such as bread making were developed on a larger scale. As a majority people no longer had land themselves to produce their own food they had to rely on the markets for their food supply. One of the most important ingredient discoveries made in relation to baking was sugar. Although it originated in New Guinea it was the Indians who perfected the methods of processing the sugar cane which the Arab traders brought back to the Middle East. Due to explorers and crusades a huge array of new exotic lavours were being brought back to Europe such as spices, fruits nuts and of course sugar. An example of this was Gingerbread; a spicy sweet cake became enormously popular during the Middle Ages which the crusaders brought back with them. Sugar was highly valued and was thought of a medicinal ingredient during this era and was frequently prescribed by doctors in the form of sweetened cakes to patients to heal many ailments. It was however only available to the upper classes while everyone else still used honey as a sweetener. As sugar became more popular some religious figures deemed it to be evil and was banned however Thomas Aquinas declared that sweets were not actually foods so cakes could now be eaten on religious feast days giving rise to specific cakes being associated with religious holidays. The Medieval Courts encouraged elaborate banquets with highly decorated food, cakes would often be covered in gold leaf, silver and even gemstones (Flandrin and Montanari 1999) . According to Richard Sax (1994) it wasn’t until the 16th century that cakes and sweet dishes were served at the end of the meal, where previously sweet and savoury courses were mixed and often were incorporated into the same meal. From approximately the 13th to 17th century advancements in agricultural improvements and increased overseas trade, the once exotic and uncommon ingredients became widely available and encouraged baking to become more widespread, eating cakes would now become a daily occurrence rather than just for religious or special occasions. Cakes were becoming more and more enriched with butter, eggs, cream and being heavily fruited and spiced, and tinplate hoops were beginning to be used to shape and mould cakes making them easier to bake and serve (Peter Brears 1985). As written by Adamson (2004), using moulds to give cakes a distinctive shape was especially popular in Germany where such tins as a â€Å"Turks Head Pan† were used and continues to be used to this day for making Gugelhupf. ————————————————- During the mid 1700’s yeast was being replaced with eggs as the main source of leavening cakes. This would have taken a huge amount of time in order to whip eggs by hand (sometimes up to an hour) to get to the level of aeration that was needed. This method however resulted in a much lighter cake made possible from the amount of air incorporated during the beating of the eggs. An example of a cake from this era is the pound cake created in England and used equal quantities of flour, butter, and sugar, and of course eggs to be used as the aerating agent, (http://whatscookingamerica. net). ————————————————- The 1800’s saw improvements in milling technologies to give more refined flours, superior ovens were being produced with better temperature control and the creation of baking powder by Alfred Bird when he combined bicarbonate of soda with cream of tartar to formulate one of the most significant inventions which has had long lasting effect on baking be it in the home or in industry. (Pam Corbin 2011) Baking powder took the hard work out of baking and cakes made from around this time are more akin to what we class as modern day cakes today. Other culinary tools such as hand held egg beaters were now being mass produced along with cookbooks which no housewife would be without. ————————————————- By the early 1900’s baking technology made huge advancements and as early as the1920’s the boxed cake mix was invented. General Mills an American company developed the brand â€Å"Betty Crocker† which by the 1940’s exploded on to the market with their â€Å"just add water and mix† method. They became hugely popular with housewives as they were timesaving and cost effective. ———————————————— The 1900’s also saw the rise in home cake decorating which previously had only been done by professionals, cake decorator Dewey McKinley Wilton set up a cake decorating school, and e ventually manufactured and sold decorating products which paved the way for the booming multi billion dollar businesses that exists today. ————————————————- ————————————————- Ingredients ————————————————- Baking employs carefully balanced formulas. What goes into a flour based baked good either strengthens/toughens (proteins and starches), weakens/tenderizes (fats and sugars), moistens (any water containing ingredient), dries, or leavens it, however without heat and water, the important chemical and physical reactions wouldn’t take place. There are four basic ingredients that are used in cake baking: flour, fat, sugar and eggs, however any combination of these added with leavening agents, liquids and flavourings can result in thousands of recipes with completely different look, feel and taste from each other. ———————————————— Flour: ————————————————- Flour is the primary structure builder in cakes and is used to bind all of the other ingredients together. Cake flour is milled from soft wheat giving it a protein content of approximately 6-8%. Wheat flour  contains two very important proteins, glutenin and gliadin, when mixed with moisture and stirred, create gluten strands, which set when baked, however these gluten strands can also lead to a tough, dry cake if the flour is mixed for too long. There are many types of flour used in cake making the most popular being cream flour (contains and acid), plain flour and self raising flour (contains baking powder), However there are numerous other flours on the market today that can be used. Hi-ratio flour has been specially formulated for the commercial bakery which can allow maximum sugar and liquid absorption resulting in higher yield and increased profits. ————————————————- ————————————————- Fat: ————————————————- Fats come in two forms: solid(butter, shortening and margarine) and liquid(oil). Adding fat to a cake mixture can do several things, the action of beating/creaming the fat , such as butter with sugar will incorporate air bubbles allowing the batter to be light and aid in the leavening process. Fat also has a tenderising effect and increases the keeping qualities of the cake. Fats also have a shortening effect as it shortens the gluten strands. It contributes to a smooth mouth feel and flavour especially in the case of butter. Fats help to keep food products moist and extend shelf life. ————————————————- ————————————————- Eggs: ————————————————- Eggs add colour, flavour and nutrition to baked goods. The protein in the egg holds air and acts as a raising agent when whipped before other ingredients are added. The lecithin in egg yolks is an emulsifying agent that acts during mixing to assist with binding the ingredients together and tenderising. When baked, eggs coagulate causing them to set. ————————————————- ————————————————- Sugar: ————————————————- Sugar plays a vital role in cake baking as it imparts Sweetness to the cake mixture. Usually Caster sugar is used as their smaller granules dissolve quickly especially when it’s creamed together with fat; this action causes the sugar to hold air and acts as a raising agent. During baking the sugar caramelises causing the cake to colour and brown because sugar is also a  hygroscopic substance; it helps with a recipe's moisture retention and thus increases its shelf life by slowing the staling process (www. baking911. com) ————————————————- Other ingredients that can be incorporated with the ones listed above are endless, some examples are: ————————————————- Dairy: milk, buttermilk, cream, cheese and sour cream ———————————————— Fruits: lemons, oranges, limes, dried fruits, cherries and mixed peel ————————————————- Nuts: almonds, pecans, hazelnuts, peanuts, coconut and walnuts ————————————————- Flavourings: Chocolate, Vanilla, almond extract, spices and alcohol ————————————————- ————————————————- ————————————————- International Practices ———————————————— Krystina Castella (2010) writes in her book A world of Cake that every celebration around the world is accompanied by cake that embodies the rituals of that particular society, and that every culture globally has their own version of cakes that symbolize the customs and traditions of their respective histories. Ancient civilisations all offered cakes to their gods and so throughout history became an integral part of religious and other holiday customs of different ethnicities. Of course the recipes change from country to country and even from town to town but generally these traditional cake customs are still alive today if though slightly evolved from their first beginnings. Here are some samples of celebrations from around the world and an example of the type of cakes that are still eaten at that time: ————————————————- China: Mid-autumn festival: Mooncakes ————————————————- Mexico: Day of the Dead: Pan de Meurto ————————————————- India: Diwali: Gulab Jamun ———————————————— France: Bastille Day: Opera Gateaux †”———————————————- Italy: Liberation Day: Cassata U. S. A: Shrove Tuesday: New Orleans King Cake Ireland: Easter: Hot Cross Buns Many recipes were developed because of the ingredients that were available in that particular region and what methods were accessible at the time, mass immigration/emigration globally played an enormous part as can be seen with the discovery of the New World which brought with it a diversity of people from all corners of the globe to contribute to the birth of America. This assortment of cultures resulted in the amalgamation of traditional recipes brought from the home country such as Scottish scones becoming American shortcakes, Dutch fried cakes became doughnuts and German streusel became American buckle cake. The Amish community, who were German settlers, brought their no frills baking concept with them and famous â€Å"American† cakes such as Funnel cakes and Angel food cakes derive from the Amish people. The Jewish settlers from middle and Eastern Europe have made a huge impact on baking practices especially in America where a great proportion of them made a new home in New York. The renowned New York cheesecake can be attributed to Reuben’s Deli which were the first to substitute cottage cheese for cream cheese and according to Amander Hessner (2010) was a detail that defined the New York cheesecake that went on to win them a gold medal at the 1929 World Fair. Jacob Kenedy (2011) writes that turbulent histories have left a positive impact in culinary terms in some regions such as the French leaving behind the techniques of fine viennoiserie and patisseries, helping to make Naples one of the capitals of Italian desserts. In Britain Queen Victoria made popular the custom of high tea, a very dignified tradition of eating sweet dishes and drinking tea which initiated the development of numerous new recipes for cakes and sweet treats, and although the ritual is not part of every day life today, people still associate having something sweet to eat while having a cup of tea. Domestic, Plant and Boutique Style Bakeries Up until the mid 20th Century the majority of cakes that were baked were made by housewives and small local bakeries, however the emergence of the supermarket had a massive impact on the buying and eating patterns of the public. As mentioned above such products as cake mixes were now available to help the harried housewife, along with frozen desserts which were now available due to advances in technology allowing every home to have refrigeration and freezer capabilities. The establishment of Women’s Lib afforded women the freedom to work outside of the home contributing to the now emerging gap in the market for convenience foods. By the 1960’s huge advances were been made to eliminate fermentation time in bread making by mechanical and chemical means, and naturally methods were also being developed to â€Å"improve† cake production on a mass scale. Unfortunately in order to produce cake viable for sale for longer periods of time involved the introduction of emulsifiers, stabilisers and other additives to increase their shelf life. Flour was also been chlorinated to produce a high ratio flour that could absorb higher quantities of sugar and liquid allowing a higher profit margin for producers. High demand for ready made baked goods saw the rise of small bakeries in Ireland nonetheless it has been argued that Ireland’s entry into the EEC played a part in the decline of these bakeries due to European large plant bakeries flooding the market with cheaper products. The Celtic tiger years of Ireland however saw a revival of sorts to the traditional and artisan baking. This resurgence can be attributed to several reasons, Kavanagh(2008) states her beliefs as follows: â€Å"individuals have travelled and are aware of standards and choice elsewhere thus seeking variety on their return† she also explains â€Å"increased disposable income has meant that the consumer is more quality and health conscious and seeks organic, fresh, and local produce an indication of the increase in the number of farmer’s markets emerging† Chef Clodagh McKenna explains that artisan producers and farmers markets have played their part in revitalising local economies by encouraging employment and bringing forth a new generation of interested people. Health, nutrition and consumption trends In an article written by Miriam Tuomey(2011) for Bord bia, it has been found that the sale of home baking products in Ireland, has grown by 8. 1% to reach a value of almost â‚ ¬63m in the year ended 23 Jan 2011, according to Kantar. (www. bordbia. e) This trend in ho me baking can also be attributed to enormous food dedicated programmes on television where chefs and bakers are now afforded celebrity status and home baking has now become officially â€Å"cool† Another aspect driving consumption trends is the increased awareness of health implications from certain ingredients used in baked products. There is greater demand for natural ingredients as apposed to some of the ingredients in massed produced goods such as preservatives, flavourings, colourings, artificial sweeteners, stabilisers and modified starches. Through scientific and medical advances, more is known about wheat intolerance and coeliac disease and the baking industry has responded by producing gluten-free baked products, other products are also being produced to suit the dietary needs of people who are lactose intolerant, have allergies such as egg and nuts, for diabetics and for people who generally want to follow a healthy lifestyle. Conclusion Cake has started off as a basic nutritional addition to the diet of ancient civilisations and has progressed to play a vital role in the development of cultures and traditions and visa versa. They are an integral part of modern and traditional celebrations, bringing people together, be it for a religious festival, a wedding, or a birthday. The fusion of cultures and the opening of global markets have meant that everyone now has access to ingredients, recipes, tools and knowledge from every nation and the modern baker has the world of cake at their feet. ————————————————- ————————————————- References: ————————————————- ————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ Adamson,M. (2004) Food in Medieval Times Greenwood Press, London ————————————————- Brears, P. (1985) Food and Cooking in 17th Century Britain History and Recipes Peter Brears and English Heritage, London ————————————————- Castella,K, (2010) A World of Cake, Storey Publishing, M. A. ————————————————- Corbin, P. (2011) The River Cottage Cakes Handbook Bloomsbury Publishing Plc, London ————————————————- Flandrin, J,L, and Montanari,M (1999) Food a Culinar y History, Columbia University Press, New York ————————————————- Hessner, A. (2010) The Essential New York Times Cook Book, Classic Recipes for a New Century W. W. Norton and company, New York ————————————————- Humble,N. (2010) Cake a Global History, Reaktion books, London ————————————————- Kavanagh, M. (2008) Curriculum Evolution at the Department of Baking Technology (National Bakery School), D. I. T, Kevin Street,1998-2008: What Factors Have Brought About a Change in the Curriculum M. A thesis Dublin Institute of Technology ————————————————- Kenedy, J. 2011) Bo cca Cookbook Bloomsbury, London ————————————————- McKenna, C. (n. d. ) The Irish Farmers Market Cookbook, Collins ————————————————- Sax, R. (1994) Classic Home Desserts Houghton Mifflin Company, New York ————————————————- How Baking works (n. d. ) [online} Available: http://www. baking911. com/howto/how_baking_works. htm [Accessed 5th October, 2011] ————————————————- Toumey, M. (2011) Homebaking Products show further Growth [online] Available: http://www. bordbia. ie/industryservices/information/alerts/Pages/Homebakingstillgrowing. spx [Access ed 21st October, 2011] ————————————————- http://whatscookingamerica. net/history/cakes {[online] [accessed 4th October, 2011] ————————————————- www. theoldfoodie. com/2010/10/brief-history-ofcakes. html [online] [Accessed 4th October, 2011] ————————————————- ————————————————- ————————————————- ————————————————- —â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ————————————————- ————————————————- ————————————————- ———————————————— ————————————————- ————————————————- ————————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ————————————————- ————————————————- ————————————————- ————————————————- ————————————————- ————————————————- ————————————————- ———————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ————————————————- ————————————————- ———————————————— ————————————————- ————————————————- ————————————————- ————————————————- — Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ————————————————- ————————————————- ————————————————- ————————————————- ————————————————- ————————————————- ————————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ————————————————-

Qualitative and Quantitative Methodologies

Qualitative and Quantitative Methodologies Abstract Proponents of using quantitative or qualitative methodologies in the research process are inclined to point at advantages of their preferable paradigm while ignoring strengths of the other methods. Nevertheless, debates on the problem seem to be groundless because today researchers choose methodologies while focusing on the purpose of their studies, and they often mix methods to receive the most valid results.Advertising We will write a custom critical writing sample on Qualitative and Quantitative Methodologies specifically for you for only $16.05 $11/page Learn More In this context, inquiry concerns proposed by Patton to discuss the qualitative studies seem to be relevant to evaluate the quantitative methodology. From this perspective, it is rather difficult to determine the paradigm that can be discussed as more credible than the other one. That is why, modern debates are not as active as decades ago, and proponents of both quantitative and quali tative methodologies propose to combine their features in one credible methodology. Introduction Current debates on the acceptability of using quantitative and qualitative methodologies and methods in science are based on the traditional opposition in the views of researchers who declare the advantages of different methodologies. According to Patton, the observed debate on selecting methodologies has its origin in the â€Å"long-standing debate in science over how best to study and understand the world† (Patton, 2001, p. 571). The debate is grounded not only on the problem of selection of methods but also on the opposition in theories and philosophies on which methodologies are based. Thus, the quantitative methodology refers to ideas of positivism, where the focus is on empirical factors and a distant researcher. According to Sale, Lohfeld, and Brazil, â€Å"the investigator is capable of studying a phenomenon without influencing it or being influenced by it† (Sale et al., 2002, p. 44). The opposite situation is observed with references to the qualitative methodology because it is based on constructivism, the main idea of which is the construction of the knowledge based on the analysis of multiple realities (Sale et al., 2002, p. 45). Although the debate between proponents of qualitative and quantitative methodologies is still present in the scientific world, this debate is transformed into the discussion of possibilities to combine the qualitative and quantitative methods in order to receive the integrated inquiry which has strengths of both methodologies.Advertising Looking for critical writing on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More From this point, the purpose of this research paper is to evaluate the current debates on the acceptability of using quantitative and qualitative methodologies and to discuss the possibility of creating the effective integrated inquiry to ov ercome weaknesses and biases associated with using quantitative or qualitative methodologies. Assessment of typical inquiry concerns Developing the evaluation of the debates, it is necessary to discuss how researchers determine trustworthiness in relation to their methods and findings. Validity and reliability are the basic concepts which are used to discuss the effectiveness of quantitative methodologies. Boudah notes that these categories and concepts are not appropriate for discussing the qualitative methodologies because the qualitative data are usually presented in abstract notions (Boudah, 2010, p. 76). As a result, the main focus is on assessing credibility of the qualitative research based on three inquiry concerns formulated by Patton. The first important concern is the focus on â€Å"rigorous methods for doing fieldwork†; the second component is â€Å"credibility of the researcher†; and the third one is the â€Å"philosophical belief in the value of qualitat ive inquiry† (Patton, 2001, p. 570). At this stage, it is important to state why these aspects are determined as basic ones for discussing methodologies used by scientists. The focus on â€Å"rigorous methods for doing fieldwork† means using the most accurate methods and precise techniques in order to collect and analyze the data to receive credible and supported results (Patton, 2001, p. 570). From this perspective, the quality of the research directly depends on the quality of selected methods, tools, and techniques, thus, the quality of a methodology. This aspect is important to be referred to while developing the research because it creates the fundament for the investigation. The role of the researcher is also important because the quality of findings depends on the researcher’s training and experience in the field (Boudah, 2010, p. 76; Sale et al., 2002, p. 46). Patton concentrates on the discussion of the qualitative methodology, and the third criterion ca n be explained as the necessity of appreciating qualitative methods as primary techniques (Patton, 2001, p. 570). In this case, the third aspect cannot be discussed to evaluate quantitative methods. Still, the other two criteria can be used to discuss the appropriateness of the quantitative methodology.Advertising We will write a custom critical writing sample on Qualitative and Quantitative Methodologies specifically for you for only $16.05 $11/page Learn More Inquiry concerns related to qualitative versus quantitative inquiries The criteria proposed by Patton are the fundament to direct the researcher’s activities regarding his work with the qualitative methodology. Differences in working with the qualitative data are discussed by Boudah who states that â€Å"the researcher processes the data in a unique way, based upon training, experience, bias, and other factors. This is different from the processing of statistical data† (Boudah, 2010, p. 76). In this case, the choice of methods and the researcher’s experience affect the research process significantly. As it is mentioned in the assessment of traditional inquiry concerns, such two aspects as the quality of methods and credibility of the researcher should also be discussed in the context of the quantitative methodology because two paradigms have not only differences but also similarities. According to Sale, Lohfeld, and Brazil, two methodologies are similar because â€Å"they share the tenets of theory-ladenness of facts, fallibility of knowledge, indetermination of theory by fact, and a value-ladened inquiry process† (Sale et al., 2002, p. 46). It is important to state that modern experimental and exploratory studies focus on collecting not only quantitative data but also qualitative data. As a result, to evaluate evidence, researchers need to use elements of the qualitative methodologies in addition to quantitative techniques (Sale et al., 2002, p. 45) . Consequently, such traditional quantitative methods as experiments receive the features of qualitative studies. In this situation, the focus on inquiry concerns formulated by Patton is helpful for scientists who were traditionally discussed as users of quantitative methodologies. The most credible methodology The active debates develop round the question of the methodologies’ credibility or validity. In order to support their vision of methodologies’ credibility and determine the most credible and acceptable paradigm, researchers discuss methodologies’ strengths and weaknesses. In this context, the qualitative methodology is often discussed as less credible than the quantitative paradigm. Patton claims that there is â€Å"a lingering bias† against the qualitative methodology in the scientific world, and as a result, the qualitative data seems to â€Å"carry the stigma of ‘being soft’† (Patton, 2001, p. 573). The researchers support t heir ideas while stating that qualitative methods are rather ‘subjective’ in contrast to ‘objective’ quantitative methods based on logic and facts because the quantitative data are presented in easily generalized numbers when the qualitative data are presented in abstract notions (Bryman, 2007, p. 9; Sale et al., 2002, p. 47).Advertising Looking for critical writing on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Dependence of the qualitative data on the researcher’s interpretation is considered as a main challenge for discussing the paradigm as providing the objective data. Patton states that â€Å"qualitative rigor has to do with the quality of the observations made by an evaluator† (Patton, 2001, p. 575). In addition, according to Kerlinger, numbers extremely matter in the research because â€Å"everything is either 1 or 0† (as cited in Berg Lune, 2012, p. 4). From this perspective, the researchers are inclined to discuss the qualitative researches as dependent on a range of subjective factors. Berg and Lune state that â€Å"qualitative researchers need to be more precise, more careful in their definitions and procedures, and clearer in their writing than most other scientists† (Berg Lune, 2012, p. 4). It is a strategy to make the qualitative methodology more appropriate for using in the scientific world. In this context, proponents of the quantitative method s state that this paradigm is more workable and appropriate for the research in fields of psychology, nursing, and social sciences (Berg Lune, 2012, p. 5; Boudah, 2010, p. 76). The numerical data associated with the quantitative research is clear and representative. Thus, to receive the objective results and findings, proponents of the quantitative methodology offer to use experiments and studies where the results are calculated with statistical methods (Sale et al., 2002, p. 45). However, Patton, as a proponent of the qualitative paradigm, proposes the counterargument while stating that â€Å"numbers do not protect against bias; they merely disguise it† (Patton, 2001, p. 574). In this case, the users of quantitative methods remain to be confused because â€Å"numbers convey a sense of precision and accuracy even if the measurements that yielded the numbers are relatively unreliable, invalid, and meaningless† (Patton, 2001, p. 573). Following the ideas proposed by Gel o, Braakmann, and Benetka, it is possible to state that there is a â€Å"fundamental issue which has been often ignored within quantitative research: the issue of the ontology and epistemology of variables† (Gelo, Braakmann, Benetka, 2008, p. 267). Variables presented in quantitative measures often include the qualitative information in them because there is often a focus on the relationship between variables that is observed at the level of both quantitative and qualitative data (Gelo et al., 2008, p. 268; Sale et al., 2002, p. 45). From this perspective, the discussion of the quantitative methodology as more credible because of the focus on numbers seems to be unsupported with the practice of scientists. In this context, it is impossible to choose the most appropriate or effective methodology because it is necessary to refer to the purpose of the research rather than to the presence or absence of numerical data in results. The most actively used methodology in the scientif ic community While discussing the credibility of qualitative and quantitative methodologies, researchers often notes that the quantitative paradigm is more appropriate because it is frequently used in the scientific community. According to Gelo, Braakmann, and Benetka, quantitative approaches prevail in the scientific world; and focusing on the field of psychology, investigators note that â€Å"quantitative approaches have always dominated mainstream psychological research† (Gelo et al., 2008, p. 268). However, the vision of Gelo and the group of researchers is discussed as irrelevant by Bryman because the focus on the qualitative research and personal experiences is the basis for psychology (Bryman, 2007, p. 9). The more convincing argument against the prevalence of quantitative methods is proposed by Boudah and Patton, who state that the qualitative paradigm is more actively discussed in the field of social sciences when it is necessary to make conclusions based on observat ions or interviews (Boudah, 2010, p. 77; Patton, 2001, p. 580). Furthermore, those quantitative and qualitative paradigms followed in the modern scientific research, especially with the focus on the field of psychology and social sciences, should be discussed as mixed because researchers are inclined to combine methods to receive more detailed results. Creation of one integrated inquiry Many researchers agree to stop debates on the effectiveness of qualitative and quantitative methodologies with creating an integrated inquiry that could address the needs of proponents of both perspectives (Boudah, 2010, p. 77; Bryman, 2007, p. 9). The main question formulated as a result of prolonged debates on the appropriateness of qualitative and quantitative paradigms is â€Å"how to combine the strengths of each in a multimethods approach to research and evaluation† (Patton, 2001, p. 574). The researcher continues his discussion of the necessity to propose a new approach to research whil e stating that it is necessary to focus on â€Å"more balance and a better understanding of the situations for which various methods are most appropriate as well as grounded experience in how to combine methods† (Patton, 2001, p. 586). While being developed, this mixed approach can be discussed as effective to be utilized in different areas of knowledge and practice because many issues are too complex to be explored only in the context of one paradigm, and these complex questions require the discussion of data â€Å"from a large number of perspectives† (Sale et al., 2002, p. 46). In this context, the development of the integrated inquiry is the most effective solution in order to end the debates on the effectiveness of qualitative and quantitative methodologies. Both methodologies can be discussed as helpful to present objective and credible results, and the researcher benefits while combining the approaches. Conclusion Debates on the effectiveness of quantitative and qualitative methodologies are the characteristic feature of the scientific world. In spite of the fact that strengths and weaknesses of both paradigms can be clearly identified, there is an opinion that the quantitative methodology is more appropriate to be used in the research process because it provides the objective numerical data. However, the proponents of the qualitative methodology argue that such statements are groundless because the qualitative paradigm also has many strong points, and it is actively used by researchers. Having evaluated the visions and opinions of supporters of different paradigms, it is possible to state that the modern debate is rather unfounded. From this point, it is almost impossible to determine the paradigm that can be discussed as most credible in the situation when researchers are inclined to focus on combining methods belonging to different paradigms. Today, the debate on the problem is based on the idea of developing a paradigm that could combin e the features of quantitative and qualitative methodologies in one credible methodology. References Berg, B. L., Lune, H. (2012). Qualitative research methods for the social sciences. New York, NY: Pearson Education Inc. Boudah, D. (2010). Conducting educational research: Guide to completing a major project. New York, NY: SAGE Publishing. Bryman, A. (2007). Barriers to integrating quantitative and qualitative research. Journal of Mixed Methods Research, 1(1), 8-22. Gelo, O., Braakmann, D., Benetka, G. (2008). Quantitative and qualitative research: Beyond the debate. Integrative Psychological Behavioral Science, 42(3), 266-290. Patton, M. Q. (2001). Qualitative research evaluation methods. New York, NY: SAGE Publications. Sale, J., Lohfeld, L., Brazil, K. (2002). Revisiting the quantitative-qualitative debate: Implications for mixed-methods research. Quality Quantity, 36(1), 43–53.

How To Work with Glass Tubing in the Lab

How To Work with Glass Tubing in the Lab Glass tubing is used to connect other pieces of lab equipment. It can be cut, bent and stretched for a variety of uses. Here is how to work glass tubing safely for a chemistry lab or other scientific laboratory. Types of Glass Tubing There are two main types of glass that are commonly found in glass tubing using in labs: flint glass and borosilicate glass. Flint glass gets its name from the flint nodules found in English chalk deposits that were a source of high purity silica, which was used to produce a potash lead glass. Originally, flint glass was a leaded glass, containing anywhere from 4–60% lead oxide. Modern flint glass tends to contain a much lower percentage of lead. This is the most common type of glass worked in labs because it softens at low temperatures, such as those produced by an alcohol lamp or burner flame. It is easy to manipulate and inexpensive. Borosilicate glass is a high-temperature glass made from a mixture of silica and boron oxide. Pyrex is a well-known example of borosilicate glass. This type of glass cant be worked with an alcohol flame; a gas flame or other hot flame is needed. Borosilicate glass costs more and typically isnt worth the extra effort for a home chemistry lab, but it is common in school and commercial labs because of its chemical inertness and resistance to thermal shock. Borosilicate glass has a very low coefficient of thermal expansion. Selecting Glass To Use There are other considerations besides the chemical composition of the glass tubing. You can buy tubing in various length, wall thickness, inside diameter and outside diameter. Usually, the outside diameter is the critical factor because it determines whether or not the glass tubing will fit in a stopper or other connector for your setup. The most common outside diameter (OD) is 5 mm, but its a good idea to check your stoppers before buying, cutting or bending glass.

Mcdonalds reward and practices Essay Example | Topics and Well Written Essays - 500 words

Mcdonalds reward and practices - Essay Example Its continued success in the food and service industry can be undoubtedly attributed, among other factors, to the right strategies it has devised in handling its human resources. This paper evaluates the reward structure and system that McDonald’s uses currently both monetary and non-monetary and relate their effect on employees’ motivation and eventual performance. McDonald’s understands how much effective monetary compensation is to an employee. This is the money employees are paid for the job they do and it is structured based on the pay rates in the industry for the same nature and rank of job. It is a motivational factor as workers who demonstrate great skills and perform highly receive pay rise making them strive to be the best. There is short term and long term incentives that are variedly offered based on one’s performance. Short term incentives are those that monetary ‘appreciations’ offered at the end of the year to reward exemplary performances while long term incentives are those offered at unknown future dates. These incentives have great influence as they maintain the employees focus on the future of the business; employees work for future rewards (Armstrong, 2007, p.100). Another strategy that McDonald’s uses to motivate workers for high performance is through offering car that they can use for official and personal needs. There is a laid down criteria through which these cars can be acquired (eligibility criteria). Captivating enough is the fact that maintenance and repair costs are all on the company. Worker’s stress of travelling has, therefore, been neutralized. The cars act as a tangible evidence of appreciation to the employees and this facilitates their commitment to work as they can relate their inputs to rewards. The business has non-monetary programs that aim at motivating the workers for their excellent performances. Recognition programs are basically certificate awards that