Importance of chemical reactor

magnificence of chemical nuclear reactorINTRODUCTIONThe or so important whole surgical operation in a chemical process is gener altogethery a chemical reactor. Chemical chemical answers argon either exothermic (release readiness) or endothermic (require energy input) and in that locationfore require that energy either be removed or added to the reactor for a constant temperature to be maintained. Exothermic reactions are the most interesting systems to study beca usage of potential safety problems (rapid increases in temperature, sometimes called touchwood fashion) and the possibility of exotic behavior much(prenominal) as multiple steady- introduces (for the akin measure of the input vari adequate to(p) at that place may be some(prenominal) doable determine of the output variable).In this module we consider a perfectly mixed, invariablely stirred tank reactor (CSTR), risen in witness 1. The case of a single, introductory-order exothermic irreversible reactio n, A B. We provide acquaint that very interesting behavior that rump arise in such(prenominal) a simple system.In Figure 1 we see that a placid sprout is continuously fed to the reactor and a nonher fluid stream is continuously removed from the reactor. Since the reactor is perfectly mixed, the exit stream has the same concentration and temperature as the reactor fluid. circuit card that a pate surrounding the reactor to a fault has feed and exit streams. The diadem is false to be perfectly mixed and at a modester temperature than the reactor. strength then passes through the reactor walls into the ceiling, removed the lovingnessing generated by reaction. in that respect are many examples of reactors in industry similar to this one. Examples include versatile types of polymerization reactors, which produce polymers that are social intimacyd in plastic products such as polystyrene coolers or plastic bottles. The industrial reactors typically nominate more(prenom inal) complicated kinetics than we study in this module, that the character behavior is similar.The Modeling EquationsFor simplicity we assume that the temperature reduction jacket temperature can be directly manipulated, so that an energy chemical equilibrium nigh the jacket is non required. We also make the chase assumptionsPerfect mixing (product stream set are the same as the bulk reactor fluid)Constant flashinessConstant parameter valuesThe constant gaudiness and parameter value assumptions can easily be relaxed by the reader, for further study.Parameters and VariablesA transmission channel of business for heat exchangeCA Concentration of A in reactorCAf Concentration of A in feed streamcp Heat aptitude (energy/mass*temperature)F Volumetric f woefulrate ( intensity/time)k0 Pre-exponential factor (time-1)R Ideal go down on constant (energy/mol*temperature)r Rate of reaction per unit volume (mol/volume*time)t TimeT Reactor temperatureTf Feed temperatureTj pileus tem peratureTref Reference temperatureU Overall heat transfer coefficient (energy/(time* area*temperature))V Reactor volumeDE Activation energy (energy/mol)(-DH) Heat of reaction (energy/mol)r Density (mass/volume)The parameters and variables that will appear in the modeling compares are listedOverall stuff and nonsense balanceThe rate of accumulation of material in the reactor is equal to the rate of material in by f hapless-the material out by f misfortunate.Balance on Component AThe balance on component A iswhere r is the rate of reaction per unit volume.Energy BalanceThe energy balance iswhere Tref represents an arbitrary citation temperature for enthalpy.State Variable rule of energizing EquationsWe can write (1) and (2) in the future(a) state variable form (since dV/dt = 0)where we pee assumed that the volume is constant. The reaction rate per unit volume (Arrhenius expression) iswhere we hold assumed that the reaction is first-order.Steady-State SolutionThe steady-state etymon is obtained when dCA/dt = 0 and dT/dt = 0, that isTo solve these two compares, all parameters and variables get out for two (CA and T) must be specified. Given numerical values for all of the parameters and variables we can employ Newtons method (chapter 3) to solve for the steady-state values of CA and T. For convenience, we use an s subscript to denote a steady-state value (so we solve for CAs and Ts).Dynamic BehaviorWe noted in the anterior percentage that were trine opposite steady-state solutions to the case 2 parameter set. hither we wish to study the propellant behavior under this same parameter set. Recall that numerical desegregation techniques were presented in chapter 4.The m-file to desegregate the modeling equivalences iscstr_dyn.m, shown in Appendix 2. The command to integrate the equations ist,x = ode45(cstr_dyn,t0,tf,x0)wheret0is the sign time (usually 0),tfis the final time,x0is the initial checker transmitter.tis the time vector andxis the stat e variable solution vector. Before performing the integration it is requisite to define the global parameter vectorCSTR_PAR. To plot simply concentration or temperature as a pass away of time, useplot(t,x(,1))andplot(t,x(,2)), respectively.Initial condition 1Here we use initial conditions that are close to the low temperature steady-state. The initial condition vector is conc , temp = 9,300. The shortens plotted in Figure 2 show that the state variables converge to the low temperature steady-state.Initial condition 2Here we use initial conditions that are close to the average temperature steady-state. The initial condition vector for the solid slew in Figure 3 is conc, temp = 5,350, which converges to the exalted temperature steady-state. The initial condition vector for the dotted curve in Figure 3 is conc, temp = 5,325, which converges to the low temperature steady-state.If we perform many simulations with initial conditions close to the intermediate temperature steady-sta te, we give away that the temperature always converges to either the low temperature or high temperature steady-states, but not the intermediate temperature steady-state. This indicates to us that the intermediate temperature steady-state isun invariable. This will be shown clearly by the perceptual constancy analysis in section 5.Initial condition 3Here we use initial conditions that are close to the high temperature steady-state. The initial condition vector is conc, temp = 1,400. The curves plotted in Figure 4 show that the state variables converge to the high temperature steady-state.In this section we have performed several(prenominal) simulations and presented several plots. In section 6 we will show how these solutions can be compared on the same phase plane plot.Linearization of Dynamic EquationsThe stability of the nonlinear equations can be determined by purpose the following state-space form and determining the eigenvalues of theA(state-space) matrix.The nonlinear fi ghting(a) state equations (1a) and (2a) arelet the state, and input variables be defined in deviation variable formStability AnalysisPerforming the linearization, we obtain the following elements forAwhere we define the following parameters for more compact representationFrom the analysis presented above, the state-space A matrix isThe stability characteristics are determined by the eigenvalues ofA, which are obtained by solving det (lI-A) = 0.det (lI-A)=(l-A11)(l-A22)-A12A21=l2-(A11+A22)l+A11A22-A12A21=l2-(trA)l+det (A)the Eigen values are the solution to the second-order polynomiall2-(trA)l+det (A) =0(13)The stability of a particular in operation(p) period is determined by finding theAmatrix for that particular operating point, and finding the Eigen values of the A matrix.Here we show the Eigen values for each of the three case 2 steady-state operating points.Input / Output Transfer extend AnalysisThe input-output transfer functions can be found fromG(s)=C(sI-A)-1B(14)where the elements of theBmatrix exemplifying to the first input (u1 = Tj-Tjs) arethe reader should find the elements of the B matrix that correspond to the second and third input variables (see exercise 8)Here we show only the transfer functions for the low temperature steady-state for case 2. The input/output transfer function relating jacket temperature to reactor concentration (state 1) isand the input/output transfer function relating jacket temperature to reactor temperature (state 2) is nock that the transfer function for concentration is a pure second-order system (no numerator polynomial) while the transfer function for temperature has a first-order numerator and second-order denominator. This indicates that at that place is a greater lag amongst jacket temperature and concentration than between jacket temperature and reactor temperature. This makes physical sense, because a change in jacket temperature must first affect the reactor temperature in the beginning affecting the react or concentration.Phase-plane AnalysisIn section 4 we provided the results of a few dynamic simulations, noting that different initial conditions ca utilize the system to converge to different steady-state operating points. In this section we construct a phase-plane plot by performing simulations for a large number of initial conditions.The phase-plane plot shown in Figure 6 was generated victimisationcstr_run.mandcstr.mfrom the appendix. Three steady-state values are clearly shown 2 are stable (the high and low temperature steady-states, shown as o), while one is mentally ill (the intermediate temperature steady-state, shown as +). Notice that initial conditions of low concentration (0.5 kgmol/m3) and relatively low-to-intermediate temperatures (300 to 365 K) all converge to the low temperature steady-state. When the initial temperature is increased above 365 K, crossroad to the high temperature steady-state is achieved.Now, consider initial conditions with a high concentration (9.5 kgmol/m3) and low temperature (300 to 325 K) these converge to the low temperature steady-state. Once the initial temperature is increased to above 325 K, carrefour to the high temperature steady-state is achieved. Also notice that, once the initial temperature is increased to around 340 K, a very high overshoot to above 425 K slip bys, forward the system settles down to the high temperature steady-state. Although not shown on this phase-plane plot, higher initial temperatures can have overshoot to over 500 K before settling to the high temperature steady-state. This could cause potential safety problems if, for example, secondary decay reactions occur at high temperatures. The phase plane analysis then, is able to point-out problem initial conditions.Also notice that no initial conditions have converged to the intermediate temperature steady-state, since it is unstable. The reader should perform an eigenvalue/eigenvector analysis for theAmatrix at each steady-state (low, i ntermediate and high temperature) (see exercise 3). You will find that the low, intermediate and high temperature steady-states have stable node, saddle point (unstable) and stable focus behavior (see chapter 13), respectively.It should be noted that feedback control can be used to operate at the unstable intermediate temperature steady-state. The feedback controller would measure the reactor temperature and manipulate the cooling jacket temperature (or flowrate) to maintain the intermediate temperature steady-state. Also, a feedback controller could be used to make certain that the large overshoot to high temperatures does not occur from certain initial conditions.Understanding Multiple Steady-state BehaviorIn previous sections we found that there were three steady-state solutions for case 2 parameters. The objective of this section is to determine how multiple steady-states might arise. Also, we show how to generate steady-state input-output curves that show, for example, how the steady-state reactor temperature varies as a function of the steady-state jacket temperature.Heat generation and heat remotion curvesIn section 3 we used numerical methods to solve for the steady-states, by solving 2 equations with 2 un issuens. In this section we show that it is hands-down to reduce the 2 equations in 2 unknowns to a single equation with one unknown. This will give us physical insight or so the possible occurance of multiple steady-states.Solving for Concentration of A as a function of TemperatureThe steady-state concentration solution (dCA/dt) = 0) for concentration isWe can rearrange this equation to find the steady-state concentration for any given steady-state reactor temperature, TsSolving for TemperatureThe steady-state temperature solution (dT/dt = 0) isThe terms in (17) are related to the energy removed and generated. If we manifold (17) by VrCp we find thatQrem=QgenEnergy Removed by flow and heat exchange Heat Generated by reactionNote the form of QremN otice that this is an equation for a line, where the independent variable is reactor temperature (Ts). The cant over of the lineis and the tap is. Changes in jacket or feed temperature shift the intercept, but not the slope. Changes in UA or F effect both the slope and intercept.Now, consider the Q gen termSubstituting (16) into (20), we find thatEquation (21) has a characteristic S shape for Q gen as a function of reactor temperature.From equation (18) we see that a steady-state solution exists when there is an intersection of the Q rem and Q gen curves. found of Design ParametersIn Figure 6 we show different possible intersections of the heat remotion and heat generation curves. If the slope of the heat remotion curve is greater than the maximum slope of the heat generation curve, there is only one possible intersection (see Figure 6a). As the jacket or feed temperature is changed, the heat removal lines shifts to the left or right, so the intersection can be at a high or low te mperature depending on the value of jacket or feed temperature.Notice that as long as the slope of the heat removal curve is less than the maximum slope of the heat generation curve, there will always be the possibility of three intersections (see Figure 6b) with proper version of the jacket or feed temperature (intercept). If the jacket or feed temperature is changed, the removal line shifts to the right or left, where only one intersection occurs (either low or high temperature). This case is analyzed in more concomitant in section 7.3.Multiple Steady-State BehaviorIn Figure 7 we superimpose several possible linear heat removal curves with the S-shaped heat generation curve. Curve A intersects the heat generation curve at a low temperature curve B intersects at a low temperature and is tangent at a high temperature curve C intersects at low, intermediate and high temperatures curve D is tangent to a low temperature and intersects at a high temperature curve E has only a high tem perature intersection. Curves A, B, C, D and E are all based on the same system parameters, except that the jacket temperature increases as we move from curve A to E (from equation (7) we see that changing the jacket temperature changes the intercept but not the slope of the heat removal curve). We can use Figure 7 to construct the steady-state input-ouput diagram shown in Figure 8, where jacket temperature is the input and reactor temperature is the output. Note that Figure 8 exhibits hysteresis behavior, which was first discussed in chapter 15.The term hysteresis is used to indicate that the behavior is different depending on the path that the inputs are moved. For example, if we start at a low jacket temperature the reactor operates at a low temperature (point 1). As the jacket temperature is increased, the reactor temperature increases (points 2 and 3) until the low temperature limit point(point 4) is reached. If the jacket temperature is slightly increased further, the reactor temperature jumps (ignites) to a high temperature (point 8) further jacket temperature increases result in slight reactor temperature increases.Contrast the input-output behavior discussed in the previous paragraph (starting at a low jacket temperature) with that of the case of starting at a high jacket temperture. If one starts at a high jacket temperature (point 9) there is a single high reactor temperature, which decreases as the jacket temperature is fall (points 8 and 7). As we move slighly lower than the high temperature limit point (point 6), the reactor temperature drops (also known asextinction) to a low temperature (point 2). Further decreases in jacket temperature lead to small decreases in reactor temperature.The hysteresis behavior discussed above is also known asignition-extinctionbehavior, for obvious reasons. Notice that region between points 4 and 6 appears to be unstable, because the reactor does not appear to operate in this region (at least in a steady-state se nse). Physical reasoning for stability is discussed in the following section.Conclusion and future workFinally the conclusion is that a small study on the continuous stirred tank reactor and its model equation after going through we come to know its importance in the chemical engineering field and also its deduction as a chemical reactorThe future work is that we have to calculate and prove the equation of the continuous stirred tank reactor using Laplace transformation and check it using the MATLAB he equation of the continuous stirred tank reactor using Laplace transformation and check it using the MATLAB

Educational System In Latvia Education Essay

Educational System In Latvia Education seekEducation in Latvia is composed of levels nine old years compulsory, randomnessary and eminent schooling. Vocational urinates, art aims, business give instructions, schools for special signs of children, schools for children with special needs and kindergartens overly form go against of the weapons platform.In vocational grooming programs conk outing 2 or triad geezerhood provide theoretical and practicalknowledge. The legal age of vocational schools in Latvia provide 2-3 and 4-year vocational precept and training programs, entirely in special culture schools or special groomingal activity classes inside general cultivation schools provide rearing for children with special needs that symbolize to for from each one(prenominal) one individuals forcible and mental condition. there ar private schools and universities, where fees argon charged. But majority of assimilators go to state schools which ar free.T he of import object of the nine year school is the general intellectual and neighborly festering of the child. Children in Latvia ar compulsory by law to attend school from the year when they turn seven subject out the age of 16. In few special cases the acquisition of basic command may last till the age of 18. Promotion from one row to the next is foundation garmentd on the pupils skills in all school emergences and on the results of tests.In secondary schools approximately pupils follow a course that includes Latvian, science, social studies, mathematics, physical didactics, foreign languages. elective domains may be elect according to the students interests. A student is give-up the ghost judgment from 10 (outstanding) to 1 (failing) in each subject he takes. Students start out report cards twice a year.At the end of the twelfth graduate every school-leaver is supposed to take 2 compulsory exams chosen by the Ministry of Education and 3 exams in the subjects each individual student has selected himself.About 80% of young people graduate from school with a General certificate of bringing up. To get this certificate each student must complete a specified number of subjects and pass 6 nett exams graded no less than 4 and upwards. Usually pupils have a separate instructor for each subject.Schools in Latvia begin on tribe 1 and end near the end of May. The year is divided into semesters, typically- September- December- January- May. The school breaks for spends 4 snips a year. There is a week holiday at the end of October, 2 weeks at Christmas Holidays, a week at the end of March and 1 week at Easter. The basic school day comprises from 5 lessons in grades 1-3 up to 8 lessons in grade 9. The school year is 34 weeks long in get-go grade and 37 weeks in grade 9 per year.In Latvia have 2 sorts of high education programmes academic and nonrecreational. Such a division of higher education allows the student to choose either research or overlord exercise in the future. Professional higher education is divided into twain levels. First level skipper higher education programmes lasting 2-3 days and there are both state-financed and private higher education institutions.2. former(a) childishness education system in LatviaChildren attend pre-school when they are low age of seven years, but it is to a fault possi sufficient to lenghten studying for one much year, if the pincer has some wellness, psychological preparedness problems, considering desire of parents, family doctor, psychologist opinion.Early childhood education programms provides preparation to primary school, incluging the outgrowth of individuality, mental, physical, social development, independence, creativity, strengthening wellness and also amend basic skills of state language.Main type of activity for pre-school children is games, so the teaching process is organised that a children whore see insure by playing and by this reading proc ess kids takes over partnership fuck off, acguire knowledge, skills to create attitudes, seek themselves and also act strong-mindedly.In pre-school educational institutions it is non allowed by law to hold entrance examinations.The local government, in obligation with the Ministry of Education establishes, maintain and finance, as well as reorganize and pay pre-schools.2.1. syllabus in archaean childhood educationAll subjects in betimes childhood education and plan content is important for heavy(p) children a coarse agnizeing of environment that is arround them and develop their creative, logical cerebration and in making curriculum for early childhood education it is importan to understand what children al coif posterior do and what they need to learn and what they need to repair and train.Curriculum in Latvias early childhood education includes such subjects latvian language (children develop speech of m separate tongue also advance knowledge of literature, common peoplelore, literacy), natural-sciences (children learns constructing, creat mathematical ideas), social sciences and ethics ( children develop social skills, explore environment and also social life), practice of medicine, physical education, that goes closly unitedly with didactics of one shot and execution, optic art ( children are improving creative side by drawing, painting, modeling), ho examplekeeping and technology ( children are doing needlework, applique or origami).Teaching methods and curricum in early childhood education dipends from children stage of development and age. There is 4 levels in children stage of development. The first gear level is for kids till dickens years age, second level is for kids till three years, third level is for kids till pentad years and the last level is till age of six. Curriculum for each level, teaching methods and methodical approaches are profesionaly created by Latvian Education Curriculum Centre but it is not forbitten that teachers in early childhood education commit their own superiory created methods and materials.Now I want to speak more closly active curriculum and children levels of development. At the level first, when kids are one, two years old, they can learn throught observation( going in walks and observing environment and it can also be made together with cured kids, for exchanging their ideas and observation out discerns), deduction ( these demostrations can be made by showing some plants, mushrooms), battlefront games, medical specialtyal games, manipulating objects and exploring real objects.In second level, when children are in a age of three years then mostly all methodical approaches are playful and children are learning throught simbolistic, plot, destructive, rhythm games (swiping palm reach and relation together) and practical work ( children are involved in independent work, for example writing calligraphy). Many games can be played with older children from different s tages and levels of development. Such kind a approach remedys social skills and experience exchange.In the third level, when kids are in age till cardinal years old, then the main teaching and learning approaches is throught discussion, evalution, throught didactic games, formulation games and story role games. In this level it is also very common to go in excursions, go for a walks and do some games or playful activities outside the kinderganten yard.Till the age of six, when kids are in the last level, then the most common methodical approaches to children are by experments, dialogues ( teacher asks questions and making diagolue with children, near what they have seen today or making dialogues approximately some stories and fairy-tales), dramatization and theatrical games and also folk games (One of the most famoust folk games in Latvia is Kas drz? or Whats in the garden? It is game in a circle and when teacher stops babbleing one of the kid find another child to put in a s punk of circle).2.2. Rythm and movement in early childhood educationRythm and movement goes closly together with such kind a subjects as physical education, health and music and thats why am going to review curriculum of these subjects to understend better about rythm and movement importance in early childhood education curriculum. sensible education and health subjects main goal is to promote children health, strengthening their body, improving movement but music subject promote childrem emocional, intelectual development, knowledge about rhytm and purify creativity.The main tasks in physical education and health is to acuire the skills to negociate the body and enhance the natural movement activity and promote children emotional, social development throught physical activity. For example curriculum for physical education and health includes stepping and running, crawling and rearing, throwing and capturing, rolling and jumping. All these process improves childrens movement.The way how can improve children stepping and running is by playing some movement games (Craw and at the corresponding time rolling the oaf, by this proces children learns to control direction of ball). For example in running, there is many tasks to improve it and the more older are children, the more difficult will be task and curriculum.When the kids are about two years old they are qualified-bodied to run freely throught the field, evading and not touching other play members, but when the kids are about four and five years old, then the level of running comes more difficult. As an instance kids have to run after each other, run in environment with barriers, cones, filled balls and run by doing curves and changing directions, but when the kids are about six years old, then they are able to use some tripping actions standardised run and at the same time kick to a ball.Crawling and climbing is one of the ways how to improve movements and strengthen body. In a first level, when kid s are one, two years old, they can crawl and overcome a variety of high obstacles, but they are still learning to craw in direct itinerary among objects and arround them.When the kids comes older, they can freely craw on rought surface also on wide, sloping surface. Kids can also suport moving by hand palms and feets, climb the stairs up and down.In a fourth level children is able to craw and roll the ball at the same time by controling balls direction.There is also throwing and capturing process in early childhood education curriculum. These proceses comes closly together with playful learning. In a first level of children development, they are able to throw some objects in uncertain directions and capture transmited objects from destruction blank, when children pass to next level they they are able to throw objects in freely choosen directions, but in a third level of development children is ready to throw objects in horizontal goals (box, basket) from a small distance. Children are also able to throw and capture objects from a short distance by working in pairs. In a fourth level of development children are able to throw objects in vertical goals and capter the ball after it has hurtled the ground.2.3 practice of medicine and rhythm in early childhood educationOne of the most important learning subjects, that creates development of rhythm and movement is music. melody subject in early childhood develops motor coordination, scent out of rhythm, encourage to play music and rhythm instruments. In a curriculum of music, there is such important process as singing, listening music, bounce and musical rhythmical movements, use of rhythm and musical instruments.The subject singing includes working with folk songs, children songs, chants, vocal range and tune. In a first level of development in singing children are learning to sing a simple children songs in a small range, play together with teacher rhythm stand-in to instruments. When the kids gets older and pass next level of development, thay can sing freely and naturally without tension and can use different tempo, sing songs with different accompaniment types, use rhythm instruments like rattles, sticks.Another curriculum subject is listening to music, that includes tempo, dynamics, sound layout, genres, songs. In a age one and two children are listening various sounds and voices and at the same time are learning to heard low and high register, linking it with an image. At this age children are also able execute variouty of movements patch sound of music. With a time children gets older, they can name some precise musical instrument sounds and express their feelings about the reputation and also recognise hearded organisation. When children is five or six years old, they are able to do movements given by music, perceive music mood (character), genre (song, trip the light fantastic, march) and dinamics.The other subject in music curriculum is leaping and musical rhythmical m ovement, wich includes such important objects as posture, pulsation, sounding gestures. In a first level of development children are able to listen music accompaniment and do movements of mimics and participate in simple musical and rhythmical plays. When children pass next stage of development, than they are able to perform some movements piece listening musical accompaniment and learn most basic dance steps as well dance in couples, but when the kids are about five years old, they can do dance moves, dance steps and are also able to stand in circle, wich they can reduce or expand.In a age of six, kid is ready to dance simple dances, and throught musical accompaniment improvise movements and reproduce composition in their movements. In this age children are also able to farm folk dance grib and do gallop steps.The last learning subject in music curriculum is rhythm and music instruments. In this subject it is very common to use rhythmical instruments, sound tools, pulse. In a age of three kids in early childhood are able to play some audio tools by listening accompaniment at the same time. Kids are also able to play some rhythm instruments like rattles ,beat with a stick.When children pass to next level of development and come bit older, they are able to recognize two or three musical instruments, improvise accompaniment with rhythm and musical instruments.3. Riga instructor educational activity and educational management academyThe Academys goal is to provide each student with an opportunity to acquire professional and academic higher education in the areas of pedagogy, psychology, business and management, as well as motivation for professional life and constant self-improvement. RTTEMA prepares teachers who are able to prepare pupils for life and work in information society.RTTEMA is a conceptually and technically modern professional higher education institution and academy is founded by a state. It started its work in 1994 with 1273 students and now is one of the largest higher educational institutions in Latvia in terms of the number of students. Academy educates more than 3, 5 thousand students in full-time and part-time studies, employs 160 lecturers and docents, offers 25 study programs at college, bachelors, master and PhD levels. RTTEMA also organizes international conferences, publishes scientific articles, implements projects of scientific research, promote student and teacher international mobility, is an active member of international organizations.Academys intellectual environment represent of Pedagogic Scientific Institute, Creativity Scientific Institute, Child Language interrogation Center, Psychological Research Institute, Nature and Working Environment Institute, Several methodic centers, untested instructors Club, RTTEMA Centre of Further Education, Library with stocks in 10 cities of Latvia.Students are provided administrative support at International Office and social support at Students Parliament. Apart f rom these units students have an opportunity of involving themselves in the following cultural undertakings, that are Mixed choir Fortius, female choir Balta, chamber orchestra Gaudeamus Orchestra, Big band, sports club, folk dance group Dejotprieks.In RTTEMA is also possible to study education programs that are related to rhythm and movement subjects, for example professional bachelors education programs and second level in the short vocational higher education program offers to study and become a leap and Adonic teacher or Music Teacher. Professional Masters program offers Dance Pedagogy, Music Pedagogy.If a student wants to get Bachelor degree in Dance and Rhythmic Teacher education program, then he/she has to study in full time for four years or in part time, that takes four years and three months. This educational program gives opportunity to work in a profession of dance and rhythmic teacher also manage dance groups. Main requirements of this program is to acquire theoretic al base of pedagogy and psychology, link the theoretical conclusion with the practical work at school, primary school also acquire research skills and be able to use them in practical work, develop skills and abilities necessary for Dance and Rhythmic Teacher as well as personal qualities and competences. This education program includes a plenty of subjects like classical dance, historical dance, dance anatomy, composition of dance, rhythmic, methods of children dance, the notation of Latvian dance, jazz dance, didactics etc.ConclusionThe Latvian education system is structured at four levels primary, secondary, vocational and higher education. There are also private schools and universities, where fees are charged, but majority of students go to state schools which are free. Children in Latvia are obliged by law to attend school from the year when they turn seven till the age of 16.Children attend pre-school when they are under age of seven years, Main type of activity for pre-schoo l children is games, so the teaching process is organised that children can learn by playing and by this learning process kids takes over conjunction experience, acguire knowledge, skills to create attitudes, explore themselves and also act independently.Teaching methods and curricum in early childhood education dipends from children stage of development and age. There is four levels in children stage of development. Curriculum for each level, teaching methods and methodical approaches are profesionaly created by Latvian Education Curriculum Centre.Early childhood curriculum includes physical education and music subjects, witch goes includes knowledge about rhythm and movement. These subjects main goals are to promote children health, strengthening their body, improving movement but music subject promote childrem emocional, intelectual development, knowledge about rhytm and improve creativity.Rigas Teacher Training and educational management academy (RTTEMA) main goal is to provide each student with an opportunity to acquire professional and academic higher education in the areas of pedagogy, psychology, business and management, as well as motivation for professional life and constant self-improvement. In RTTEMA is also possible to study education programs that are related to rhythm and movement subjects, for example professional bachelors education programs and second level in the short vocational higher education program offers to study and become a Dance and Rhythmic Teacher or Music Teacher. Professional Masters program offers Dance Pedagogy, Music Pedagogy.Internet resourceshttp//www.aic.lv/ENIC/en/enic/ed_in_Latv.htm, Retrieved November 24http//izm.izm.gov.lv/education/education-system.html, Retrieved November 24http//www.likumi.lv/doc.php?id=20243, Retrieved November 26http//www.rpiva.lv/index.php?mh=statistika, Retrieved November 26http//viaa.gov.lv/files/news/1808/educ_in_latvia.pdf, Retrieved November 26

Study Of Philosophical Assumption Analysis

breeding Of Philosophical Assumption AnalysisThis chapter depicts reflexiveness the way of carrying seek and figuring results -, and addresses philosophical reflexivity, identifyo uniform reflexivity, and disciplinary reflexivity (Hardy, 2001 Holland, 1999). Reflexivity oddly illustrates the philosophical assumptions, and the executive steps toward the objectives. at that placeby, the chapter discusses how the in question(p) homunculus is refined according soft evidences and validated by numerical supports (Bryman Bell, 2007, p. 648 Churchill, 1979 Eisenhardt, 1989 Jick, 1979). invention below briefly illustrates this chapter content.This section addresses the ontological and epistemological philosophy stooge the culture. It is inevitable to cryst eachize the philosophical assumptions as the foundation of academic seek, which is required to choose applicable methods (Annells, 1996). Given paradigm question, enquiry subject associates with a particular meaning in s pecific circumstances (Goulding, 2002, p. 36). CEM resembles a mixed management prelude ground on merchandise philosophy that utilizes rough components such as dealing with brand, interface, employee, and relationship to delight guests.Schembri (2006) assume naive realness to hold the meaning of deal get under ones skin in ontological perspective. In this ontological position, fellow feeling the customers benefit movement through needs to reflect the customer as the defer that is conjoined with services as the object (Schembri, 2006). Likewise, services get a line must be regarded holistically or else than only as performance, form, or out get along. Prahalad and Ramaswamy (2000 2004) similarly believe all offsets of experience argon objects that confirm realism in ontology. On contrary, the earlier implicit underlying assumptions indicate a rationalistic philosophy (Vargo Lusch, 2004). Identification of customer desires in a rationalistic logic keeps us awa y from a holistic sagaciousness of the customers experiential meaning (Schembri, 2006). Schembri (2006) argued the rationalistic assumptions argon limiting the advance of marketing hypothesis since experience ontologically is a relation between customer and world.Given epistemology, discernment of human nature in social worlds is acquired by conducting explore to convey and interpret the complex ever changing social world. Here, the research methods ar applied to interpret social world in call of meaningful sit. Epistemology in connection with the research objectives lasts meditate to get realistic simply interpretive understanding about the management role in orchestrating customer experience regarding internal process and proper response. It heart and soul inseparable factors (experiential modules) should be concerned in epistemological reflexivity (Hirschman Holbrook, 1982). It thus intensifies the subjectivism in epistemology. Generally, there are cardinal schoo ls of thought found upon different combinations of epistemological and ontological assumptions (Alvesson Deetz, 2000 pp. 60-74 Johnson Duberley, 2003)Neo-empiricism (Thesis) (Epistemic Objectivism Ontological Realism)Critical guess (Synthesis) (Epistemic Subjectivism Ontological Realism)Post new-fangledism (Antithesis) (Epistemic Subjectivism Ontological Subjectivism)Epistemological subjectivists are researchers who assume it is non possible to observe the behavior of social phenomena neutrally without subjective interpretation of perception (Economic Social question Council, 2008). Realism is about the ontological status of the phenomena that assumed to constitute social reality (Economic Social research Council, 2008). In the soft take, we assume realistic postulation about the ontological status to constitute social reality that they exist nonsymbioticly of our perceptual or cognitive structures (Goulding, 2002, p. 13). Simply, we might not already know all aspects of the phenomenon but we know this reality exists and it hind end be shineed. Critical scheme thus ordure be the best campaigner to be a philosophical underpinning. Critical management study depends on researcher beca routine of subjectivism in epistemology. However, similar to neo-empiricism view in ontology, there is a chance of frank and objective info disposition and compendium (Alvesson Deetz, 2000), since social construction lead us to the reality (Myers, 1997, p. 241).Interpretive epistemology (Subjectivism) is a phenomenological, hermeneutic nest to transgress meaningful structure by stepping in social phenomenon within the background (Boland Day, 1989). However, it requires observation in raw(a) setting to gain apt understanding (Anderson, 1986 Neuman 1997, p. 68). In increment, interpretive epistemology underlined quest issuesRevealing the complexity by gaining in-depth understanding around the phenomenonReflecting the reality based on impede participatio n and heights sensitivity to all elementsCapturing the subjective experience of each somebodyAddressing the subjectiveness by, for example, openness to alternative billInterpretive methods are utilized for exploring and explaining since (Desphande, 1983) front research may not obtain complete understandingThe cocksure near is not proper to cover CEM as a newborn multi-facets disciplineLack of understanding necessitates the research of a phenomenological nature vicenary near is not beguile since cigarettenot figure out inclusive take inCEM is peaceful of a series of multiple realities that entirely should be taken into accountIn the duodecimal grade, testing the fabric is obligatory as far as it is a equality between reality and the recommended model. selective instruction is understanded as an objective external reality to come up with accuracy and therefore, it might be perceived as positivism (Charmaz, 2000). Positivism is based on three facts logicality (mathem atical facts Smith, 1983), objectivity, detached manner (Burrell Morgan, 1979, p. 21). Epistemology relies on searching regularities and casual relationship between constituent elements of research to test speculation and increase prediction power (Neuman, 1997, p. 63). It is also necessary to turn the phenomenon into extrapolate measurable fact (McGrath. 2008). This approach is acceptable only in gaucherie of success. That means, if we fail to verify the model, it is not appropriate and needs to revise (Hindess, 1977, p. 18). Therefore, epistemology can be interpretive in soft phase and positivism in three-figure layer (Yin, 1994).Methodological ConsiderationNancy and Bradley (1999) hinted supposition twist begins with a general research question in stage one and ends with a theory and hypotheses that go out be tested in more than(prenominal) than controlled studies in the future. Regarding philosophical assumption, loan-blend methodology can be proper for the model straining and given objectives. It is appropriate since it simultaneously concentrates on theory building and theory verification. Next section broadly brings some evidences to support this decision. wherefore Hybrid MethodologyAcademicians portray CEM as an imperative approach for modern marketing, which leads to business success. De arouse the importance, the innovation has begun to flourish without any discipline (Bitner et al., 2008 Holbrook, 2007 Verhoef et al., 2009) beca usage of short formal academic investigations, wish of empirical addression and supposed foundations (Caru Cova 2003 hedonist et al., 2007 Poulsson Kale, 2004 Pullman Gross, 2004). Besides, CEM has a complex setting due to impacts of many different factors. In such complex and un schooled subject, Nachmias and Nachmias (1981) noted multiple selective information show proficiencys are preferable to reliance on only one.Morgan (1998) declared, Using both soft or quantifiable methods in isolation ca n come up lead to mistaken conclusion. That means the combination of inductive and deductive methods is necessary to enhance the confidence in the results (Eisenhardt, 1989 Jick, 1979). The variety of qualitative methods, in addition to quantities study, reasonably helps to figure out research objectives in more natural setting with umbrella depiction (Furlong, Lovelace, Lovelace, 2000, pp. 543-544). Eisenhardt (1989) posed, grand theory requires multiple studies an assembling of both theory building and theory testing. Moreover, new categories (not initially anticipated) can arise because of creative potential of mixed method (Eisenhardt, 1989). This methodological approach refers to loan-blend methodology that suggests combining qualitative and quantitative methods in logical pitch or combination. We benefit the potency of one method to improve the fulfillment of the next method (Morgan, 1998). There are some otherwises motivations for using multiple methods (Jick, 1979) To help to uncover the deviant dimension of a phenomenonTo expedite refashioning theory and model by looking to different viewpointsTo enrich exposition of the research problemTo ease a synthesis and integration of theoriesTo serve as the critical test, by virtue of its comprehensiveness, for competing theoriesGiven convolution of subject matter, it seems hybrid methodology is much more practicable than other approaches to build a legend construct and figure out comprehensible model. Likewise, prospered studies with similar approach in the context of study (e.g. Pullman Gross, 2004 Brakus et al., 2009) or in other discipline (e.g. Liao, Murphy Welsch, 2005 Wilson Vlosky, 1997) can be references for reasonableness of pick out methodology. Combing the different selective informationset can be also synergistic (Pandit, 1996). Eisenhardt (1989) asserted, When a pattern from one entropy gelt is corroborated by the evidence from another(prenominal), the conclusion is stronger and better grounded. The use of multiple data enhances construct validity (Pandit, 1996), when the results are validated on the same(p) question by multiple methods (Carson, Gilmore, Perry, Gronhaug, 2001, p. 69 Morgan, 1998). growing the ConstructThe importance of construct development as the get a line part of divinatory write up is underlined in marketing writings (Churchill, 1979 Diamantopoulos Winklhofer, 2001 Jarvis, Mackenzie, Podsakoff, 2003 Peter, 1981). There is emphasis on introducing precise and measurable constructs as a ass for strong theory, which is facilitated by a prior pattern in the open step (Eisenhardt, 1989). Thus, to discover CEM construct, we initially mull over several theoretical and practical evidences earlier than qualitative investigation to clear a power tentative construct.Developing construct can be reflective, formative or both (Jarvis et al., 2003). In reflective model, measures should be correlated, while dropping an index finger fr om measurement model does not change the whole construct (Jarvis et al., 2003). In melodic line, in formative model, the direction of causality is from measure to construct (Jarvis et al., 2003). Developing multidimensional construct for CEM involves cardinal levels firstly order is reflective and due south order is formative (Type III in Jarvis et al.s study). CEM is assumed reflective construct consists of reflective components, namely brand experience and interface experience, which are composed of multiple formative indicators.Research SettingResearch Population watercourse study focuses on private service sector. There are three main reasons behind this resolution. In the first place, scholars put extra emphasis on practicality of CEM in service context (see Error Reference tooth root not found). Secondly, there is tremendous flourish in service attention in Malaysia especially in private sector while it has significant contribution in economy (see Error Reference source not found). Finally, service sector in Asia boast faced lot of difficulties during these years, particularly in dealing with increasing expectation, changing lifestyle, tide competition, and commoditization issues (Lovelock et al., 2002).On the other hand, service sector furnishes us with apposite data to analyze and cart a conclusion since, customer experience is more meaningful in service context due to keep companying reasons. First, service experience includes more interactions and hence provides more opport unities for customers to experience and become engaged. Second, service experience is more flexible than goods experience because of senior high school customer meshing hence, the brand experience can be more in all likelihood to remember. Third, the numerous touchpoints enrich experience in service context. Fourth, experience is more likely to differentiate the service fling. Finally, in service, co-creating experience, social and relational experience, and personali zed experience are more achievable than goods experience. These evidences enrich the result of investigation and subsequently enhance the comprehensiveness. social unit of AnalysisUnit of analysis usually refers to the level of aggregation of the data during conducting analysis. In the present study, organization level as the lowest independent level is chosen as unit of analysis. Although, experience is go overd in individual level, CEM is practiced by organization, derived by organizational capabilities, and it enhances organization outcomes. This option in line with Kenny (2003) has two characteristic appropriate level of analysis and independence. The unit of analysis also keeps results away from officious impacts such as compositional effects (Kenny Judd, 1986).Hybrid Research Design (mixed methods strategy)The initial step of research design is the division of labor to integrate the complementary strengths of methods (Cres puff up, 2003, p. 211), which is fulfilled via two primary choices (Morgan, 1998)Priority which method is a straits method and which is a complementary oneSequence whether the complementary method precedes or follows the bargainer methodIn hybrid methodology, prioritizing and sequencing of qualitative and quantitative methods are pivotal to conduct a successful research (Morgan, 1998 Tashakkori Teddlie, 2008, p. 161). By combining these two, quaternity options are yield (1) Preliminary qualitative methods in quantities study, (2) Preliminary quantitative methods in qualitative study, (3) recapitulation qualitative methods in quantitative study, and (4) Follow-up quantitative methods in qualitative study.The Priority conclusion Morgan (1998) illuminated The first research-design decision determines the extent to which either the qualitative or the quantitative method will be the principal tool for gathering the projects data. Conducting research leads to the high range of difficulty by exploiting both quantitative and qualitat ive methods with same weight or in same metre (Morgan, 1998). In traditionalistic triangulation, the results gained from the two methods because of complicated linkage and no effective instruments may be either incommensurate or absolute conflicting (Morgan, 1998). Therefore, the more practical approach is to assign one of the methods as the principal tool and wherefore to allocate the second one as the complementary to effectively assists the principal one (Morgan, 1998 Tashakkori Teddlie, 2008, p. 161). This division of labor is more realistic and convenient.The Sequence Decision Morgan (1998) stated, The more practical strategy is to use the two methods in ecological succession so that what is learned from one adds to what is learned from the other. That means which method based on its strengths, or probable results should be used first (Creswell, 2003, p. 212). This approach optimizes the effectiveness of the principal method (Morgan, 1998 Tashakkori Teddlie, 2008, p. 164) . Hence, it is valid to use preliminary end product to improve the next method. It maximizes the worth of results, when it upgrades the next method, which uses a different data set.The Priority and Sequence in the current ResearchThe preferable hybrid approach can be qualitative investigation that follows by quantitative study. This pattern will be implement by preliminary qualitative study provides complementary assistance in developing a bigger quantitative study. Scholars recommended the explorative research as the prior approach for the mass of descriptive studies to build a theoretical model (Churchill Iacobucci, 2002, p. 92 Creswell, 2003, p. 215 Yin, 1994, p. 138). On the word of Kotler (2006, p. 122), The objective of exploratory research is to gather preliminary information that will help define problems and suggest hypotheses. Along with the objectives, exploratory study in early stage expand understanding, provide discernment, and develop hypotheses until it lets us t o continue the study by testing the hypotheses and validating the construct in a deductive study (Churchill Iacobucci, 2002, p. 93).This approach is against traditional triangulation as comparison between different methods, researcher, theory, or results. Priority and sequence decision emphasizes on complementarily characteristic of each method as well as flexibility, manageability, productivity, and lack of difficulty (Morgan, 1998). The data collection begins with a qualitative method to crystallize the definition, and domain, improve the model, and develop the content of the questionnaire. The qualitative results must be inured as tentative until they are confirmed by quantitative research (international Morse code, 1996). The strengths of qualitative methods are utilized during exploratory study to conduct more fruitfulness quantitative research later. Further, we make use of the quantitative data to verify and expand on what is learned through the qualitative study. because the quantitative inquiry covers a much larger sample than in-depth qualitative research to look for the generalizability, and transferability of the results (Morgan, 1998).Why Qualitative Approach is Chosen in the First Phase?The most common design in hybrid methodology is preliminary qualitative studies plus complementary quantitative research (Morgan, 1998). Qualitative research has been arisen in response to limitations in conventional quantitative management research. Scholars recommend the qualitative study in the initial stage of research to overcome insufficient understanding around unfamiliar phenomenon (Churchill, 1991, p. 132). For example, qualitative study is recommended in service and social experience context (Otto Ritchie, 1996 Verhoef et al., 2009). Morse (1991, p. 120) also highlighted some characteristics of subject matter in qualitative research, which pick out close agreement with our research objectives. Regarding that, inductive method can be applied whenThe concept is immature due to lack of theory or theoretical researchesThe available theory may be inaccurate, incorrect, inappropriate, or make up biasedThere is need to explore and describe the phenomena or develop the theoryThe nature of the phenomena may not to be suited to quantitative investigationIt seems qualitative approach can be the best nominee to overcome immaturity in CEM concept and generate formal theoretical understanding. Moreover, because of inconsistency in the subject matter, it will be practical to use inductive methodology to explore the phenomenon and integrate the various options into more comprehensive definition. Flexibility is another reason behind choosing preliminary qualitative approach (Churchill, 1991, p. 132), since we can take advantage of data to come up with novel themes and restructured the model (Eisenhardt, 1989).Researcher Function and Time HorizonResearcher has industrious role in data gathering, data tag and interpreting. In general, it is try to be skilful in collecting and summarizing data in appropriate manner and self-critical accounts. Moreover, to have accurate data, we try to conduct research in bias-free situation and have precise estimation. In qualitative stage, the researchers role as an instrument for data collection is yielding maximum knowledge to accomplish holistic understanding in natural setting (Creswell, 2003, p. 200). Therefore, it requires direct involvement not only in analysis but also in all data collection steps. Given time horizon, the study will be conducted as cross-sectional study and data are gather just once, over a period of three months in first phase and another three months in second phase.Qualitative StudySuccess of hybrid methodology highly depends on qualitative phase (Jick, 1979). Qualitative data contributes as the critical counterpoint to quantitative methods, which skeletal from firsthand records to characterize the phenomenon, crystallize holistic picture of research topi c and report relevant details. The upshots ameliorate the initial propositions to hypotheses (Carson et al., 2001, p. 42). According Creswell (2003, pp. 198-199), we consider following reflection in conducting qualitative research. Firstly, we more emphasize on the process, rather than outcomes. Secondly, researcher works as an instrument for data collection and analysis to reach holistic understanding. Thirdly, qualitative research needs fieldwork and direct involvement. Fourthly, we have to be descriptive with a sense of gaining deep understanding. Finally, the inductive process has to lead the research to build concept, tentative hypotheses, and model from details in realistic way.The qualitative study, based on exploratory research design, intends to investigate the phenomenon, and provide the rigorous shrewdnesss (Churchill, 1991, p. 130 Yin, 1994). Churchill (1991, p. 130) recommend exploratory research to discover vague problem and discover the possibilities of conjectural s tatement that here is called tentative model. To build a proper foundation for quantitative study, based on Selltiz, W justsman, and Cook (1981, p. 21) and Yin (1994), we justify the applicability of exploratory case study (analysis of selected cases) in the initial phase of researchIt is a proper way to conclude research question, study contemporary event, and investigate a phenomenon prior to theory developmentThe concept novelty necessitates submitting some propositions before developing hypothesesIn respect of the various possible variables for CEM construct, antecedents and consequences, we require setting priorities to purpose the modelGiven limitation in literature, we crucially should gain enough insight into the problemExploratory study helps to capture the domain and generate the right items (measurement)Our approach in qualitative research is in line with exploratory study, which is based on Experience Survey and Analysis of Selected Cases (Churchill Iacobucci, 2002, p. 95). Churchill (1991, p. 135) defined experience survey as the key informant survey, which figures out valuable insight through who has association whit a particular marketing effort. The crisscross of this approach is coming up with relationship and overall variables picture or tentative explanation (Selltiz et al., 1981, p. 94). Analysis of selected case is an approach to explore for explanation or features that can be common with other cases (Churchill, 1991, p. 143). Thereby, we start qualitative study by choosing convenient cases, which are potentially capable to run CEM (see, 5.4.2). Then, we collect data about the construct and domain, examine the tentative model, and explore the alternative characterization via experienced converseees. Qualitative data analysis software program NVivo 8 will be used to enable effective data management. The qualitative study procedure is summarized in class 5 -2.Figure 52 Qualitative Study ProcedureQualitative Research Design and Data Col lection consultation can be a practical instrument since, it results sensible inference through more governable procedure (Yin, 1994, p. 80). Interview is also the foremost source of data collecting toward theory building (Lillis, 1999). In our case, in-depth interview with non-probability have is an applicable technique (Churchill, 1991, p. 135). Interview is carried out face-to-face (one-to-one conversations) in the interviewees self-setting (Denzin Lincoln, 2005, p. 661 Morgan et al., 1990). To make best use of in-depth interview, we design semi-structured questionnaire with following characteristics.According to Furlong et al. (2000, p. 536), semi-structured interview is a proper technique while we have prior idea about questions. Semi-structured questionnaire thus can extract maximum relevant information in specific time because of existing tentative pattern (Yin, 1994, p. 85). It also aids to examine the authenticity of tentative model and prior understanding about propos itions. Additionally, to know what is beyond the tentative mode, some open-ended questions empower the interview to have necessary flexibility for further exploration (Furlong et al., 2000, p. 536). The significant advantageous of this method are the modification and completeness (Silverman, 2000). It also systematically saves time and offers specific elaboration in text production and analysis.The standard theme of interview is adopted from Kohli and Jaworski (1990). by and by a brief description, interviews start open-ended and finalize with more relevant probe questions (Dick, 2005). Thus, there are two kinds of questions. First, the opening questions investigate whether the concept elements are significant and to what extent they are meaningful and practical (Sekaran, 2006, p. 236). Then, interview follows by semi-structured questions to examine, and validate the propositions in details. The respondents are also asked to tell their stimulate stories and experiences (Yin, 1994, p. 84). This kind of information associates with informants experience (Dick, 2005) and leads to find out memories, meanings, and interpretations might be hard to discover in other ways (Carson et al., 2001, p. 73). It is also predictable that after or before some questions a brief explanation is necessary to clarify the intention of questions (Kohli Jaworski, 1990). Interviews are conducted separately and they last 60-120 minutes. The Interview Protocol Appendix 4 is set up to have a systematic procedure.Due to get access to useful information, it is essential to render the right image and convince interviewees the study is non-threatening. This issue can be handled by give the overall summary of the research procedures and objectives in order to minimize the risk of defensive or self-conscious behavior (Waddington, 1994). Additionally, offering some motivations can be practical to encourage respondents for more loyalty and collaboration. We consider providing a short report t o the participating firms as potential motivation. It supposes to let them to benchmark themselves within the industry. Keeping with ethical issues, we utilize direct approach and disclose the purpose of study.Choosing Appropriate Cases in Qualitative playIn private service, consumer canting is nominated as the sample frame for qualitative study. In the retailing of financial services, customer behavior is characterized by serious range of possible experience, which leads to achieve results that are more comprehensive. The focus on personal beaching is also reasonable to analyze because of various possible interactions and accordingly various meaningful experiences. Moreover, specific characteristics of consumer banking and Malaysian banking perspective are likely to generate more holistic result (see, Error Reference source not found).The study is set along with a similar research in financial service (e.g. OLoughlin Szmiginthe, 2005) with multiple cases (Yin, 1994, p. 45). I t is based on conducting a series of interviews with key informants in banking (Gummesson, 2000, p. 179). Non-probability take in is preferable, because it is convenient to meet sampling goals. The samples are chosen through purposive and snowball sampling (selective sampling Patton, 1990 Sandelowski, Holditch-Davis, Harris, 1992, p. 279) as one kind of theoretical sampling (Eisenhardt, 1989). Purposive sampling is nominated for choosing banks (Sekaran, 2006, p. 277 Denzin Lincoln, 2005, p. 378) and snowball sampling for finding branch managers as representatives of the banking (Oloughin Szmigin, 2005). This approach intensifies the diversity of sampling to find different properties (Charles, 1994, p. 99 Dick, 2005).At to the lowest degree three or four sets of data are essential to come across the concept (Martin Turner, 1986). Accordingly, we plan to conduct 12 interviews in half-dozen data sets. Five of these sets are part of initial data collection attempt and the sixth one for cross-validation. This is in line with Perry (1998) and Eisenhardt (1989) who respectively suggested four to fifteen and four to ten cases for interview. We project theoretical saturation by five data sets, albeit the openness to increase cases. If there is any contrast between two respondents in a data set, we add another interview session to enhance validity.We nominate five local banks from bevel Negara list as our sampling frame (see, Appendix 6) as well as one foreigner bank for cross-validation. According a study by Goh in 2005, Maybank is the largest commercial bank in Malaysia in terms of asset, net profit, shareholder equity, and number of employees while CIMB holds the second place. Public coast is the second rank in terms of profit and shareholder equity. RHB bank and Hong Leong believe also have notable asset as well as considerable development in customer management. Additionally, HSBC is the largest foreigner bank regarding asset, profit, shareholder equity, and number of employee (Goh, 2005). In light of these information Maybank, CIMB, Public Bank, RHB Bank, and Hong Leong Bank are chosen as the first set of data source and HSBC is selected for cross validation. HSBC is leading banks in CEM thus, verifying the qualitative result with HSBC would be reasonable decision (Lee, 2008 Wing, 2008).The interviews will be conducted with the managers of major branches, since they have close interaction with customers, they have extensive familiarity with consumer banking, and they are well updated with bank marketing strategy regarding consumer bankingi. In this case, snowball technique is utilized to facilitate sampling. The technique suggests the initial respondents recommend other potential interviewees who can contribute to the study (Bryman Bell, 2007, p. 200). Recommending conversant is applicable in financial services (Oloughin Szmigin, 2005). However, to refine the process, a purposive approach prioritizes the recommendations (Schmidt Little, 2007). Subsequently, by saturation we move to sorting and coding in the clearest way.Data Capturing, and Coding in Qualitative StageDuring qualitative research, we anticipate mass of detailed material. Ensuring about the capturing and recording relevant data would allow us for easy retrieval in analysis. Miles and Huberman (1984) expressed initial coding is compulsory to linking data and weave a story. In order to have systematic coding, some tools from Grounded Theory are utilized. In spite of GT, we do not begin with field data and allow the theory to emerge from the data instead, we begin with tentative model from previous studies. That means core category does not emerge from data set. The role of literature review is also unlike GT, especially in developing categories. Instead, we follow preferable method by Miles and Huberman (1994) to set provisional codes, namely start list, which is based on the tentative model.To reduce the risk of observer bias, initial data cap turing is fulfilled by field remarks throug

Personal Constructs Theory (PCT) Analysis

personal Constructs guess (PCT) depth psychologyPersonal Constructs Theory A Systematic Study backup/AbstractIn this make we aim to provide an depth psychology of a musical themes problems use the Personal Constructs Theory (PCT) suggested by Kelly. The digestdid is a 35 social class old female full clock time employee plowing in the aforesaid(prenominal) company as the researcher and has shown no barriers to construing. The subjects problems with her relationships hand been determined victimization the repertory footb only field oppugn and we wrangle results and provide an analysis of the findings chase the discourse and info collection. The interview was d star to list ingredients within the lymph glands relationships and all interview limitations have been con spotred for the study. We provide an analysis of Personal Constructs Theory in general giving a brief overview of its main premises and principles and thusly move on to its applications including t he control power gridiron interview technique on our client. We discuss the results and analyse the findings matchly.IntroductionGeorge Kellys Personal Construct Theory (PCT) emphasises that the domain is distinguishd by a individualisticist check to the meaning the soulfulness applies to it and the mortal has the freedom to choose a meaning according to what he or she wants (Kelly, 1955). olibanum a mortal has the freedom to choose a meaning in terms of which he perceives the man and heap open alternative crooks or meanings to his aside, fall in and future events. Thus a person is non a victim of his events but can liberate himself from offensive events by reinterpreting and redefining them. According to Kelly (1955) PCT attempts to explain why a world does what he does and is a possibility about how the human touch flows, how it strives in new directions as well as in old, and how it whitethorn dargon for the first time to r separately into the depths of new ly perceive dimensionsKelly states that a persons processes atomic number 18 psychologically channelized by the ways in which he anticipate the events(1955). Here, the subject is the process and the individual is a behaving organism who may need an international force to initiate an event. The processes include those of self-definition and relationships with separates, and how we interpret events around us as well as the events we perceive and tasks at hand (Kelly 1955). Kelly base his speculation of PCT on man as the scientist model and the underlying leads were as followsthe individual creates his or her own ways of seeing the world and interprets events according to how he perceive themthe individual builds percepts and prep atomic number 18sthese constructs argon organized into systems, or crowd of constructs which embody relationshipsdeuce or to a greater extent systems may contain the resembling events, in time the events argon separate from any of the systemsany individuals systems have a definite fociThe term construct is a conceit that represents the view a person has constructed about the world as he experiences it. Constructs in addition represent the way a person is exchange competently to run into the world and the construct system as a whole represents the record and predisposition to perceive the world in a particular way.Kelly likewise distinguished between social reality, individual reality and communality. slightlybodyity denotes that either individual differ from all(prenominal) other in how they construct or perceive the world, communality refers to the underlying identicalities or common instalments in scholarship and how the construction of experience in iodin person is akin to that of another (Kelly, 1955). accessible reality is intuition of how one person construes the construction processes of another person and how they are involved in a social role. Personal construct theory has been used in several soci ological and scientific disciplines and it has been accent that social reality and communality should be considered along with the individual or ad hominem reality and both have to be considered together in exploitation an ascertaining of the psychological processes (Dalton, 1992).The theory of Personal Constructs, points out that it is our own(prenominal) psychological constructs that make the world predictable. We use construct systems to suffice in erudition of the world and respond to all situations according to these perceptions. Our construct systems help us to make esthesis of the world, to make it predictable, to draw conclusions about causes and effects and we nab from experiences and adjust our conduct accordingly (Fransella, 1995). Kelly wrote that the construct systems influence our expectations and perceptions and reflect our past experiences according to which we shape our future expectations. For archetype since we cognise from our past experiences that winters are cold, we would take adequate measures of protection during winter because we expect winters to be cold. that according to Kelly, our construct systems grow and change and are not still and are either confirmed or challenged when we are conscious. We adapt and inoculate our constructs according to the situation and alter our feelings according to our experiences. We in like manner tend to appreciate and act according to our construct systems and approximately constructs represent values and get wind relationships which are difficult to change and fixed whereas or so other constructs are less complex and more flexible and adaptive. The truth about the world as understood and experienced determines the nature of the construct system. Construct systems are not generally judged according to any objective truth and opine on an individuals personal feelings, perceptions and choices (Dalton, 1992). One individuals construct system may be disparate from anothers and whe n at that place is a general dis accord in constructs, it is generally denoted by prejudice or preconception. Although conflicts and deviances of opinions are unpleasant, these events help us to understand differences in populate and help us to learn how other commonwealth perceive things (Stevens, 1996). til now construct systems change and may not be completely internally consistent. People may react or perceive things other than even in similar circumstances and this is normal as on that point is a certain stratum of internal inconsistency in perception of events. Distortions of judgement due to internal inconsistency of personal constructs can be harmful for a person as he may confirm from personal distress. The extent to which one person can appreciate and react to another persons constructs is a measure of empathy or how one perceives another (Banister, 1985). One persons construct system may be markly antithetical from another persons constructs yet one should be a ble to infer the other persons construct in order to empathise and develop a sense of social oneness and responsibility. Kellys theory is one of the most in force(p) theories in social research and helps to provide a psychological deliver up of social similarities and differences.The applications of Kellys theory of Personal constructs are wide and varied as it helps to provide mathematical representations of constructs systems. Construct systems are multidimensional mathematical models and a persons language is used to classify his or her experiences. Kelly essential a number of mathematical models and representations of construct systems and tested hypotheses that followed from prefatorial personal construct theory (Fransella and Bannister, 1977). To understand peoples personal construct systems the repertory storage-battery grid Interview technique was developed, as well as cognise as the Role Construct Repertory Test. The repertoire of constructs that a person develops represents some form of perception, judgement or evaluation and is always comparative. Thus judgement of anything cracking is in comparison with the concept of bad. Thus in using a Grid interview three elements are considered and past both are paired in origin with a leash. The theory of personal constructs can be employ to personal experiences and relationships and so parents, relations, friends, helpers and the individual are largely responsible for the formation of constructs (Smith et al, 1995 Kalekin-Fishman et al, 1996). Kelly elicited a unhurrieds constructs, rated the divergent elements on the constructs and used the resultant grid to point out to the client what his primary problems or concerns were. This helped to decide which therapy would be of the essence(predicate) and helped to determine the progress and effectiveness of therapy. For example one could find the dickens elements in a personal relationship of a affected role and his niggle and use this tech nique to find out differences between a forbearings perception of himself and what his mother would like him to be. The patient would then be back up to provide a self verbal description and work by means of means of making his relationship with his mother more pleasant and productive. If there are paranoid elements recognised in a patients perception of himself or his relationships, appropriate therapeutic interventions are suggested.The Repertory Grid interviewing technique was developed by Kelly to overcome some of the methodological limitations of the interview method. The main steps of the Grid technique includeSelecting a entrap of elements this could be anything from relationships to issues and the elements could be people involved in these relationships with the client.The elements are interpreted in groupings of three and the client is asked to pair two of them separating the ternion according to a special characteristic (Adams-Webber, 1983). Thus here the assort ediation is through according to constructs determined by the client and is through on a bipolar scale with the interviewer setting up the question but the client determine the content (Anderson, 1987).The constructs are examined in some detail and by and by the interview the constructs are made into scales of 1-5 and the interviewee is expected to rate every element for every construct on this scale. The result is a matrix and this is then analysed statistically to show the client his problems and how they can be tackled. The statistical analysis helps to give beats of individual people characteristics and compares peoples perceptions before and subsequently the interview. The Grid is thus a statistical, and content free process and although the interviewer initiates its functions, it is the patient who drives it allowing him to come out with his own perceptions thus giving the process a freedom from any interviewer twine and allows complete transparency(Anderson, 1987). Since it is also a similar interviewing technique any interviewer can read the interview and understand its implications.Russell and be (2003) and Morrison (1991) have stressed on the importance of repertory grid in the analysis of individual perceptions. Considering Kellys constructivist alternativism, we can assume that all our present perceptions of the world could be subject to changes and revisions and accordingly our perceptions of people and subsequently our social relationships could also be changed according to this principle.MethodA 35 year old female colleague, Marie Oliver was contracted for the interview process. The client was having some relationship problems, peculiarly with her work colleagues and has been showing maladjustment along with problems of anxiety, clinical depression and lack of productivity at work. The thespian was apprised of the purpose of the interviewing and was asked to participate suggesting that participation in the interview would help her in overcoming her personal problems. A Repertory Grid Interview was done and the first step was identifying elements or grid components. For this all the realizable elements including people in relationships were set. Thus elements are work colleagues known to the player and to the researcher, and the participant used triad method with the elements to create constructs around any one chosen steeric. Elements were then compared by asking participant to take 3 elements and ascertain where 2 are similar and 1 is varied, and the participant was encouraged to continue until all possible combinations were exhausted of 3 elements from the set of 10. The precept stipulation in this incase was , choose any three of these known people and group two of them together separating a possible third to show why two of them are similar and how they differ from the third person.This process was used to identify similarities and differences of individuals until the participant ran out of constructs . Several mini-grids were developed in advance to ensure that the participant was comfortable with the process of grid construction. Then the Participant followed the process, generated the first grid, to ascertain whether each element is more like the similarity pole or difference pole by marking with x or o respectively. The participant then generated a second grid to rate each element on each of the 10 constructs using 1-5 point scale, but presented the grid to experimenter without ratings, experimenter then created the closing grid as the participant.The main aim and purpose of the interview was agree with the participant and views about other work colleagues were thus taken. The participant was amply informed from outset regarding the possibility that the revelations from the Grid Interview could be unsettling for her.However for these purposes, participants consent form was also signed in advance and the constructs were then set up on the grid allowing to be revealed. In the process of the interview, the researcher made notes on participant behaviour and perceptions as verbally revealed.In this case, the participant Marie was asked to identify the elements in her study that could be considered in her relationships with colleagues. Marie place 10 colleagues at her study and separate two of them as distinct from a third. The common points and the differences were noted. Each of the 10 constructs chosen were rated on a 1-5 scale and the grids were created with similarity and difference poles marked by x or an o. This was done in case of determining constructs and relationships with work colleagues. After the formation of a grid, an analysis was emaciated up.Findings/ analysisThe two assumptions of the Grid Interview by Kelly were as follows1. If we can identify an individuals construct map there is a strong possibility we can predict that individuals behaviour.2. We may be able to modify an individuals map, and then behaviour, by some form of traini ng.The two reflections of the Repertory Grid are1. Elements which are the objects of an individuals thinking and to which they relate their concepts or values. These elements may be people with qualities like effective, unprofessional, etc or they may be objects or abstract, concrete concepts like the interview or a test2. Constructs are the qualities used to describe the elements in our personal, individual relationships thus a person is effective because he has a pleasant relationship with his staff which reflects personal construct as applied to the element of an effective individualThe main elements in an analysis when a grid is applied to an individual are1. The results relate to that individual just2. Only one grid has to be analysed for an individuals report.3. A grid mark form is used to perform the analysisThe Findings and Analysis help us to probe the following questionsTo what extent was the study helpful in understanding the participants view of the topic of trial ru n?Identification and justification of apparent areas of understanding and lack of understandingIs a pattern of understanding evident?How does the analysis link with the notes made prior to completing grids on expected areas of degree of understanding?What is the meaning revealed by the participants choice of elements and constructs?Do the elements and constructs reveal a similar or different view of the topic of analysis chosen?What does the degree of the match imply?Was the study any more helpful when converse elaboration was also used as an extended method?Is some analysis of new understandings reached during feedback conversation helpful for the process?What do the notes and quotes as revealed by the client suggest?The findings are given as follows(Mostly worked together with these individuals)Close capital of New Hampshire on 4, 5, 6 elementsLess agreement on 9 element(Mostly worked separately with these individuals)Little agreement on 1,2,3,7,8,10- elements with different contradict personal experiences working with E7 and E8 on particular projects.Close agreement on 6 constructs (professional conduct). Upon discussion, views were similar regarding the meaning of professional conduct and who could be trusted.Less agreement on 1,3,4,5,7,9 constructs. Upon discussion, researcher and client shared similar/same definitions of each construct.Little agreement on 2,8,10 constructs. Upon discussion, our definitions were different, hence our measurement of each element came from a different understanding of constructs.The elements place by Marie were individuals at the workplace and Marie revealed that she worked refinemently with elements 4, 5 and 6 although had less agreement with element or colleague 9. Marie revealed that she has worked separately and had negative personal experiences with colleagues identified as elements 1, 2, 3, 7, 8 and 10 although she said she was working on the same project with two of these negatively perceived colleagues 7 an d 8. Mari suggested a close agreement with 6 on professional conduct and said that her views with 6 were similar regarding professional conduct, friendships and trust issues as to who in the office should or should not be trusted. Marie suggested that her constructs were either in contrast to or were not compatible with those of 1, 3, 4, 5, 7 and 9 elements or colleagues identified. Marie and the researcher had some discussions on the nature and definition of particular perceptions and constructs and the general definition of these identified by the researcher were similar to that of the subject. The subjects perceptions, feedback and opinions on the constructs were noted separately.Marie identified that two of the colleagues were friendly and kind and compared with the other person who in contrast has been described as unfriendly and not easy to get along with.The Repertory Grid Scoring sheet is drawn as followsThe process of producing the Repertory Grid can be broken down into th e following steps tone One The participant Marie identifies ten colleagues whom she knows well. Among these ten colleagues Marie should go along well with at least two of them ideally.Step dickens Marie is given six pieces of card or paper on which she is asked to write the names of the people she has identified. These are the elements described. A number can also be added to the card/paper to signify description and added at the drift of column on the scoring sheet. Alternatively, the name itself of the element identified can be entered on the scoring sheet as well.Step trinity Three cards are selected, for example 1, 2 and 3, and Marie is asked to identify some aspect related to these colleagues behaviour which makes two of the three people selected different from the third.The construct word or phrase is written in the top left side of the vertical columns. In the top right side of the vertical columns is written the description of the person one who is different from the oth er two.This process of obtaining constructs from the three people is continued until no further constructs or perceived characteristics could be elicited from the participant.Step Four Once the constructs have been completely elicited and entered on the scoresheet, the cards are returned.Each element person is then given a score on a scale of 1 to 5. A score of 1 or 2 is allocated to those who are suited to the description in the left-hand column, the column with the description of the pair. Scores of 5 or 4 are allocated to those who match with the description in the right-hand column, the description of the odd person outStep Five A different set of three cards is then selected, cards 4, 5 and 6 and the process in steps 3 and 4 is restate, ensuring that the description of pairs is recorded in the left-hand column and a score of 1 or 2 relates to the pairs similarity and score points of 4 and 5 relate to the description of the single person. A score of 3 is average score. A score of at least one 1 and one 5 is helpful when allocated usually from the set of three people for whom the constructs are be elicited.Step Six Step five is repeated and the various combinations of the elements are aimed to be covered until the participants run out of perceived characteristics or constructs that could be entered on the card.After the grid consideration, the grid scoring sheet is used to record the views of the participant for each element against each construct which has been offered. The data collected is then subject to analysis. A manual(a) analysis can generate and extract considerable information from the grid and all the constructs are related to the personal characteristics of each work colleague considered in the study by Marie.Step Seven In this case study we consider the behavioural aspects of work colleagues of Marie which is related to their overall consideration, therefore at the end of the grid Marie is asked to rate the elements in a single, given cons truct over a scale of friendly to unfriendly.The scoring for friendliness is then compared with other individual aspects to lavishlylight differences and to provide indicators for friendliness.Step eighter The scores for each construct are obtained by marking the difference for each element against the general friendliness figure.Step Nine In this phase, we analyse the various constructs on the basis that if the score is low the aspect measured is significant in the ranking for friendlinessIt is the duty of interviewer to proceed without any bias and to refrain from giving any suggestion to the participant on what constructs should be drawn. Forming the constructs is entirely dependent on the participant and the researcher has no role in its formation. They must be according to the thoughts and perceptions of the individual who is being interviewed in this case, Marie although the constructs must be clear, meaningful. Here the analyst has helped her in one or two cases when she c ouldnt describe the construct and seek help of the analyst to come out with the right word. After the constructs are listed against the elements, the grid results are scored and are ready to be used for analysis.From the example used in this study -the aspects which go towards the behavioural skills of colleague at work, are identified as followsHas empathy with other colleaguesHas a correct work culture and attitudeHas an ethical senseIs friendly and amicableIs internal and professionalAlways has a good style and appearanceIs a team oriented personIs a leader in the groupComes out with fresh new ideasIs helpful and cooperativeDiscussionIn this study we selected Marie Oliver, a 35 year old colleague who was paltry from some initial maladjustment in the workplace. Marie was asked to participate in the Repertory Grid Interview process to identify the reasons of her problems, categorise them and come out with possible suggestions. The approach taken was qualitative analysis by usin g the Personal Constructs theory developed by Kelly and a final analysis using scoring sheet and identifying elements through the Repertory Grid Interview technique. Marie was asked to select characteristics and constructs of persons in her workplace. She identified the most desirable and friendly characteristics in her colleagues against the least desirable ones. The notes taken during conversation with Marie reveal that Marie felt she got along only with a few colleagues only three as mentioned. thither were basic differences in professional ethic and conduct with at least two colleagues she was working in collaboration with. The behavioural skills Marie identified as all-important(a) in defining her good relationship with the colleagues are empathic characteristics in others any concept of an ideal colleague is also associated with being able to follow a prudish work culture and having a proper attitude. Having an ethical sense, a sense of justice and being knowledgeable, profe ssional with a good sense of humour are also identified as important characteristics in a proper friendly colleague. Marie indicated that being friendly, amicable and with good style and appearance has been noted in at least two of her colleagues and this is stark contrast to a third colleague she identified and with whom she doesnt bet to get along. If we consider Kellys perspective of shaping alternativism, it is possible to have alternative perceptions as our perceptions of the world depend completely on our personal constructs.Marie also identified leadership skills, helpfulness and cooperativeness, being able to come out with fresh ideas and following a proper work culture as important aspects of professional behaviour and gave high scores on these aspects to at least two of her colleagues. Overall, a Repertory Grid Interview on Marie showed that she has good and easygoing relations with two of her colleagues but doesnt seem to go well with many of them. The negative implicat ions of the findings which suggest why Marie did not get along with most of her colleagues and seem to show anxiety and depression symptoms as well as dissatisfaction with her workplace were revealed in her perception of constructs on most of her colleagues. Marie suggested that some of her colleagues were low on cooperativeness and helpfulness, friendliness and proper professional attitude making the atmosphere competitive and hostile. The dynamics of Maries actual relations with her colleagues were thus revealed using this Grid interviewing procedure and Maries own perception of her work situation, perception of her situation and role in the office, and perception of her relations with her colleagues and her job were also revealed through this study. As Morrison (1991) used the repertory grid technique to understand nurses perception of care and their evaluation of caring attitudes in nursing, Maries perception of her work culture could easily reveal her ideal understanding of a workplace and what she sought in her colleagues. Her inner constructs, precepts and how she saw the world as an individual were revealed and so were her expectations in the future. Considering Maries perceptions, some psychological management to improve her working and professional relationships was recommended.LimitationsThe methodological limitations and concerns of interview as a means of knowing peoples construct system were many, as noted by Kelly. These areInterview Bias sometimes the interviewer and the groom he belongs to whether behaviourist or psychoanalytic could determine the way the academic term goes and this undermines the objectivity and validity of the studyDependence on the interviewer the role of the therapist should be minimal and the therapist should just be a animate being to facilitate self perception according to Kelly. Most individuals have the capability to understand his or her problems and any overdependence on the researcher should be avoided.Ther e may be problems with measuring and predicting individual or group characteristics. Although psychology seeks to understand laws of human behaviour, large scale studies showing correlations of different behaviour may not be helpful for study of personal constructs which is based on the understanding of individuals or a small group of people.These methodological limitations have been kept in mind while conducting the interview and interviewer bias and any dependence on the interviewer has been kept to a minimum. Interviewer intervention has also been minimal.ConclusionIn this discussion, we set out with an overview of the Personal Constructs Theory proposed by Kelly (1955). We discussed the different tenets of the constructs theory, the inconsistency of personal constructs and how constructs tend to vary in different people or in same people in different situations. Thus situational factors seem important in constructs and perceptions on other people. Individual constructs form the construct systems and Kelly established the grid method to determine the different elements in a social situation that can be considered as responsible for an individuals disturbed social relationships. In our study of Marie Oliver, a 35 year old employee, her social relationships and possible disturbances were analyse using the Repertory Grid Interview technique and her analysis of good and bad characteristics of ten of her colleagues were indicated on the card given to her. The scores were drawn up and according to the analysis the desirable characteristics that Marie perceived in some of her workmates and not in others, were found out. Maries behavioural problems and her unique relationships with her colleagues are then analysed suggesting whether Marie needed any further psychological help for her anxiety, depression and other work related maladjustments.BibliographyKelly, George AlexanderThe psych

The Slavery Effect In Todays Society

The Slavery Effect In Toold age SocietyIn the eighteenth century there were an estimated six million slaves in the world. That number, voluminous as it was, does non come close to the number of slaves in todays society. The contemporary worldwide estimates atomic number 18 over twenty-seven million. Every year seventeen thousand slaves ar trafficked into the United States, of that number, eighty percent ar women and liter percent of those (seven thousand) ar fryren. Seventy percent of the females be imported for prostitution. It is astonishing how even though slaveholding is non seen or heard of a great deal dates in todays society it as yet make its heavily and quietly affects our everyday life. It is super sad, yet, regretfully true.The history of slavery dates back to 1780 B.C. though laws moderate been passed in most countries that prevent, or at least lessen, slavery, it facilitate exists today. By definition, slavery means the complete ownership and control b y a outmatch to be sold into slavery. Slavery indicates a state of subjugation or captivity often involving burdensome and degrading sedulousness. Slavery occurs when flock -known as slaves- were placed in servitude as the property of a household or comp any(prenominal). Slaves are deprived of their somebodyal freedom and compelled to perform labor or services. Slaves are the properties of another person, household, company, corporation, or government and are unable to leave behind or dedicate any freedom. Primarily slaves were sold amongst companies, corporations, governments, or people. The arrange session of exporting slaves is called slave trafficking. Slavery is currently found in objet darty an(prenominal) countries all over the world. In other countries, though known by another name, it is save slavery. In Canada slaves are called servants and in Nordic countries they are called thralls. In the year 1670 the first Afri support slave was introduced to America. The sl aves of that time compass vertex were treated worthlessly most were beaten with whips for the slightest infraction. Most, were simply tired, hungry or thirsty some just too old to do the lap up and were brutally beaten to death. Many slaves would die of illnesses standardised malaria or chicken fever because of their limited immunities to these diseases. Others died from malnutrition, poor living conditions, and exhaustion there was a very high mortality rate among slaves.To this day slaves are still exploited all over the world even though we genuinely do not see it or hear about it. Although in most countries in todays society traditional slavery has been abolished, it still exists in some countries and much of the slavery that exists is done so illegally. Some of the countries that view as abolished slavery are the United States, Africa, many European countries, and China. Though abolished, it still exists, just using a different title. The highest percent season of slav ery that is seen in todays age is peasant labor. Many countries have enacted child labor laws, def terminal the rights of children. Typically children are not allowed to black market until they reach the age of fourteen. in that respect are children as young as four working on plantations. Most child labor laws state that only children over the age of fourteen can work between the hours of seven in the good morning until nine at night and no more than forty hours per week or eight hours in one day excluding school days in which they can work subsequently school until 800 PM. Children, preliminary to the age of 18 must get a work allow for filled out by their school before they are allowed to work these children must maintain at least a 2.0 grade point average in order to continue their practicement. In many countries this is not the case and the childrens primary duty is work. These children do not have the find oneself of an education. Child labor is not the only form of slavery still in existence. Some companies maintain a policy of only enslaving adults, fleck others only employ children. Many children who are put into slavery end up working in clothing manufacturing plants also known as sweatshops. A sweatshop is a factory where workers make products in very poor working conditions. Child labor is also abused in harvest home cotton, fruits, and vegetables. Many slaves also work in sugar cane and java factories.The selling of females, as disgusting as this may sound, is still a common practice in some countries. Young women are often sold by their families for marriage, domestic uses, like cleaning and cooking, while others are sold into sex trafficking and were forced into prostitution.Many children are interpreted from their families to fabricate soldiers. Countries such as Lebanon and Colombia regularly enlist young children to carry guns and kick the bucket soldiers of war. Rarely is this considered a form of slavery, yet by definition, it is.As you can see there are many types of slavery that still exist today. The following exhibits how the name has changed but the practice is still the same.Bonded craunch occurs when people have taken a simple loan for something such as medicine, food or housing for themselves or their family and to pay it back they are put to work by the lender creating a type of slavery. With bonded labor often the child of the debtor are put to work in order to pay the bond.Early and Forced Marriage is the parental practice of selling off daughters as they reach adolescence. Daughters are sold for pecuniary gain. Frequently, there are also religious reasons for this practice. Their families give the girls into arranged marriages. They have no choice as to who they are to marry. Once married they are owned by their new husband.Forced Labor is where a person is forced into work by the threat of physical harm. Much like the slavery that we larn of in our history books, these slaves work out of fear of violence.Slavery by Descent means simply that a child is born into slavery. The parents are slaves, thus the child is a slave. It just continues contemporaries after generation.Trafficking, according to the Coalition to Abolish Slavery and Trafficking (C.A.S.T.), is the recruitment and tape drive of persons within or across boundaries by force, fraud, or deception for the mean of exploiting them economically. Trafficked people most commonly work in sweatshops, restaurants, on farms, in manufacturing, prostitution and as private domestic workersSadly, many parents end up giving their child into slavery to pay off a debt or simply sell their own children for support their families. Many young women are raped by their owners ending up pregnant thus catch more children into the life of slavery.This article could have been written in 1808, or 1908, but sadly, it is being written in two hundred8. Youd think that in todays polite society that slavery would truly have been co mpletely abolished, however, the name has just been changed. Slavery affects todays society so much, even though we do not notice it, slavery is everywhere.Next time youre in a department store, pick up some of the products and look to see where they were manufactured. It is highly unconvincing that it result have the name of a country with strict child labor laws in place. There are U.S. companies that even move their manufacturing plants orthogonal of the U.S. in order to employ children at a lesser cost. It is super hard to believe but most products we use on a daily basis were produced in countries that allow this type of slavery. Products such as sugar, shoes, tea, coffee, chocolate, fruits, and vegetable are made by modern-day slaves.The U.S. Department of Labor disclosed that our countrys largest retailer, Wal-Mart, was fined a measly 135,000.00 for violating child labor laws. The violation Children operating(a) chain saws and box crushing machinery. Toys-R-Us was cited for working 14-year-old children late into the night. The management for this capacious corporations stated that they misunderstood the child labor laws pertaining to how long they could work a fourteen-year-old child.While driving through a large city, maybe in the seedier part of town, notice the young girls on the streets. Where did they come from? Did slave traffickers interchange them here? Are they runaways with no other alternatives?Think about the practices of the fundamentalist Church of Jesus Christ of Later Day Saints. How is what was going on in Eldorado, Texas any different than sexual slavery? Over 200 women and children were recently taken from this remotely locate temple only after a teenage girl reported that she was being held there against her will and had been forced to marry a fifty year old man as well as have his child. Though illegal, it goes on apart(p) to most of us to this day.Most of us, unknowingly, support these new forms of slavery. We buy the produ cts from the companies that employ these workers. We, as a nation, do little more than smirk when we read about the religious organizations that condone arranged, under-aged marriages as well as polygamy.In conclusion, though you may not see it, slavery still exists. It has taken on new forms. The name has changed. It doesnt look the same as we have read about in the history books but by any other name it is still slavery. Think about it next time you buy that cute tank top or stop in for your favorite latte.