Theory vs. Hypothesis

Theory vs. Hypothesis Theory vs. Hypothesis Theory vs. Hypothesis By Sharon I have a theory or do I? Perhaps what I have is an idea, a hypothesis or a conjecture. In science, a theory is a set of related hypotheses that serve to explain or provide rules for certain phenomena. If these hypotheses can be linked together to predict behavior or events, then they form a theory, such as the theory of evolution. A hypothesis is a proposition which needs to be evaluated. In other words, its something that makes sense based on the knowledge you have but you still need to prove that it works. A conjecture is an idea which has no basis in fact (often called a theory in the vernacular). Here are some quotations from newspapers: these theories are promulgated there,† said Mr. Nunberg, who disputed that â€Å"Spygate† qualified as a conspiracy theory. Mr. Trump’s talk of conspiracies has also gained currency within a Republic (www.nytimes.com) idea, referred to in the jargon of economics as the efficient market hypothesis (technically, the strong efficient market hypothesis), implicitly underl (www.nytimes.com) million dollar problems. If they are right still a big if and somebody really has cracked the so-called Riemann hypothesis, financial disaster might follow. Suddenly all cryptic codes could be breakable. No internet transaction woul (www.theguardian.com) germs and dirt finding their way into a child’s mouth. But many have also heard in recent years of the â€Å"hygiene hypothesis,† which holds that some exposure to germs and microorganisms in early childhood is actually good for us (www.nytimes.com) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:What Is Irony? (With Examples)Precedent vs. PrecedenceHow Do You Pronounce "Often"?

Choose 1 from 3 topics below Essay Example | Topics and Well Written Essays - 1250 words

Choose 1 from 3 topics below - Essay Example Released in 1937 and directed by Yuan Muzhi, Street Angel is one such Chinese film that shows the society’s gender roles. According to the films, girls are vulnerable groups who must always live in a specific manner and in the guidance of a family. The two sisters, Xiao Hong and  Xiao Yun flee the war in in North Eastern parts of China to Shanghai. Girls are always more likely to suffer massive loses in cases of war among other types of conflicts. The same is the case in the film since the girls have to flee their hometown in order to avoid brutal murder in the wars. The developers of the film portray the vulnerability of the two girls from the beginning of the film where the girls cannot survive in the war torn areas in the North Eastern parts of the country and must therefore flee. The film shows that among those fleeing are women and children. Women and children belong to the same category owing to their vulnerability and defenseless nature especially in cases of such militarized conflicts. They must therefore seek refuge in safe parts of the country. The fact that gender roles are cultural features of a society implies that the roles are as dynamic as cultural and social values are. Cultures change with time and this often influences the gender roles in the society, which must always conform to the prevailing values. Wars are social features that epitome the internal or external conflicts in a society. During wars, people disregard the social and cultural values since they seek to resolve their conflicts after which they will create new social structures. The film begins with a war in North Eastern part of China. The war creates mayhem in which causes deaths of children and rape of women and girls. Such basic occurrences expose women and children to an unfamiliar harshness. This validates the need for the two vulnerable

Social desirability effect Essay Example | Topics and Well Written Essays - 500 words

Social desirability effect - Essay Example Field study is one of the methods employed by researchers in studying human behavior. Field studies are undertaken in a natural setting rather in a structured environment (Kitayama & Cohen, 2010, p. 220). It involves a naturalistic observation wherein researchers discreetly observe behaviors that occur in a natural setting. Field study also entails observation of individual’s reactions to stimuli or events designed by researchers in the natural setting (Kitayama & Cohen, 2010, p. 220). This particular method of study is interesting as it offers an in-depth detail of a social phenomenon. However, the results derived from these studies fail to provide objectivity as it relies on the researcher’s judgment. The means to improve such method become an interesting area of study. Field study can serve as an insightful means of defining group behaviors. Wimmer and Dominick (2010) stressed that field studies possess an advantage of being nonreactive. Reactivity refers to the effe cts of the subject’s awareness of being observed or measured on her or his behavior. The objectivity of studies often suffers from subject’s awareness of being observed (p. 225). Sevilla, Ochave, Punsalan, Regala, and Uriarte (1992) reiterated that there are variables in social psychology that cannot be explored through experimentation (p. 154). Thus, field study offers insights into these phenomena. It presents a great breadth and depth of understanding unattainable by quantitative researches (Shepard, 2004, p. 50). Shepard (2004) stressed that findings in a particular situation may not be applicable to other situations. In addition, most field studies fail to employ standardized measuring devices. Researchers rely on subjective interpretation and judgment. The researcher’s judgment is vulnerable to biases and blind spots (p. 50).

Case Study of Marketing Christmas Essay Example | Topics and Well Written Essays - 2000 words

Case Study of Marketing Christmas - Essay Example The management styles and thought processes of the prevailing business organisations has led to major improvements in the business activities and hence, the scope of business opportunities has multiplied. Moreover, the free trade policies have further encouraged the business organisations to enter into new markets with greater opportunities as the regional trade alliances became an integral part of the economic growth oriented strategy (Parker, 2005, p.303). With these developments, many new business concepts, theories and model have evolved and business organisations are using these concepts for better business managements. Business organisations have realized that there is very close relationship between the business activities and various aspects of society and culture. The social and cultural aspects offer major business opportunities and the business organisations are using their strategic moves to identify and cater to these opportunities (Carroll and Buchholtz, 2008, p. 349). For example, Christmas celebration in the Western countries offers greater business opportunities to the Chinese economy as the manufacturers from China produce and export low cost Christmas gifts, cards to the European markets. In this process, the business organisations are also exposed to multiple risk factors that may bring fatal consequences to a business. However, the emergence of the contemporary business and marketing theories has facilitated better techniques to counter these risks. Christmas as the ‘grand celebration of consumption’ Christmas celebrations are today driven by the marketing strategies of the sellers of Christmas products. Business houses aim to create the ‘air of celebration’ and create a festive atmosphere which drives the customer to jump start the festive bandwagon. Marketers consider the festive seasons as an opportunity where they can employ marketing strategies to double and treble their sales as compared to that in a normal y ear. Very often, New Year and Christmas sales accounts for more than half of the sales in other years. Marketers exploit this opportunity by tempting the customers to buy festive products. As demonstrated by Belk and Bryce (1993), Christmas is nothing but a â€Å"grand celebration of consumption† (Belk & Bryce, 1993), where consumers flock to the markets for products which they actually do not need. Based on their observation, it can be said that the trend of shopping has undergone a drastic change over the years. They have also claimed that today ‘Christmas shopping increasingly reflects the search for the disintegrated self while it decreasingly reflects the celebration of home and family† (Belk & Bryce, 1993). Belk and Bryce have explained this in terms of materialism, which is a complex and multifaceted concept and has been popularised through the media. This happened in response to America’s preoccupation with the consumer goods and materialism. Severa l studies have been undertaken with regard to materialism. Inglehart has put forward that materialism demonstrates itself through the extent to which social groups or nations emphasise on the value involving material things or objects. Influenced by the needs hierarchy presented by Maslow, he proposed that the western world has been able to satisfy majority of human’s needs and requirements involving material

Chiquita Banana Overview Essay Example for Free

Chiquita Banana Overview Essay Chiquita Brands International, Inc. is one of the most important international marketers and distributors of food products derived from bananas, as well as other fruits and healthy snack products. Chiquita Banana revenues for about $3 billion dollars a year and employs more than 21,000 people and operates in about 70 countries worldwide. Chiquita Banana  together with Dole, Del Monte and Fyffes control about 80% of the global banana market. In 1993 the EU created the Common Organization of the Market in Bananas (COMB) to deal with the harsh competition between these companies. They would allow duty free access to the EU but subject to quotas to bananas from the Africa’s, Caribbean and Pacific, while bananas from Latin America were subject to an import tax of 176 Euros per ton and a quota of 2533 t. As an American company we have decided to take advantage of the new treaty restricting Latin American and ACP countries from exporting bananas to the EU. It will not be an easy task because we still have to compete against European banana producers, but we are an established company and we are determined to benefit from this event and gain market share in the European Union. PESTEL analysis for the European Union POLITICAL: †¢The European Union is composed of 28 member states. †¢The EU has created a single market by standardizing laws within the member states. †¢Some of the objectives of creating this union is to create a better flow on the circulation of goods, capital, people and services within the union. Once a good or service is accepted within the union it is protected from customs, taxes and import quotas as long as they remain within the union. †¢Free movement of capital is intended to allow investment of properties between countries, something that could help banana growers since they can look for more fertile land in neighboring countries. †¢The monetary policy is the Eurozone and is governed by the European Central Bank. ECONOMIC: †¢The European Union’s GDP is ranked as number one in the world accounting for $16.58 trillion dollars. †¢Export goods account for $1.687 trillion, some of the main export partners of the European union are: oUS 17.3% China 8.5% Switzerland 7.9% Russia 7.3% Turkey 4.5 % †¢Food, drinks and tobacco account for 5.9% †¢Import of goods account for $2.302 trillion dollars and the main import partners are: China 16.2% Russia 11.9% US 11.5% Switzerland 5.8% Norway 5.6% †¢Food, drinks and tobacco account for 5.2% of import goods. †¢The service sector is the most important one in the EU making up 69% of the GDP followed by the manufacturing industry with 28.4% GDP and agriculture for only 2.3% of GDP †¢The agricultural sector is supported by subsidies from the EU and currently represents 40-50% of the EU’s total spending. SOCIOCULTURAL FACTORS: †¢There is limited data on European children’s fruit intake, but the data shows that the average fruit intake is about 141 g per day. Fruit intake is highest in Austria and Portugal and is the lowest in Iceland and Spain. †¢Girls and women consume more fruits and vegetables and boys and men do, there is no simple explanation to this but it’s believed to be because women in general are more concerned about their weight and keeping a slim fit figure. †¢Children tend to eat less fruit as they age, but it’s the exact opposite with adults. Intake levels increase with age, possibly because income and knowledge increases and one becomes more aware of the benefits of good eating habits. †¢Men once they are married have an increase in fruit intake. Women seem to have an impact on their husband’s fruit intake as well as the variety of fruits eaten. Women tend to handle ‘health-related’ issues more commonly than men so they tend to buy and cook more food than men. †¢Children’s fruit intake levels directly correlate with how much their parents consume. But pressure to eat fruit does not positively affect children’s intake, but it is enhanced when parents are good role-models and encourage them to eat fruits and vegetables. †¢People with self-efficacy tendencies have a higher fruit intake in adults, also people with a high self-esteem tend to eat more fruits and vegetables because they take their health into account. TECHNOLOGICAL: †¢The EU is funding a project for pesticide free fruits and vegetables by removing the threat of fruit flies. Helping farmers meet customers’ demands for safe fruits while being environmentally conscious. oThe project pretend to use an insect attractant to draw insects and pathogens such as: infectious micro-organisms, virus, fungus that cause diseases in fungus. oThis attractant will be applied in the form of an insect trap near plantations to take bugs away from plantations, this will be a long-lasting and biodegradable baiting station. †¢Europe is becoming more conscious about maintaining a cleaner environment, the EU is committed to providing a better future for the next generations. So they specialize on clean energy, from turbines in Germany to solar panels in Spain, and countries across the EU are using natural resources of sustainable energy bringing investment to businesses and citizens. LEGAL: †¢With the birth of the Single European Market in 1993 the Common Market Organization for Bananas was put into effect (COMB). COMB is concerned on the importation, sale and distribution of bananas. †¢A policy was set in motion allowing EU suppliers to export duty free bananas to all EU states. Also quotas were set for African, Caribbean and Pacific countries (ACP) imposing import licenses for a fixed rate of volume of bananas, and limited imports through excessively high tariffs. oA quota of 857,000 tons for duty free access from ACP countries †¢Three types of licenses were issued in order to regulate this quota to ACP countries †¢Third countries that were not considered in the quota are subject to a tariff of Ecu 850 per ton. †¢In order to prevent any loss of income by EU banana producers a compensation of payments for 850,000 tons were granted in case the prices fell below the production costs. ENVIRONMENTAL: †¢Flat-free water chargers are common in some countries in Europe. This does not encourage efficient behavior to households and agriculture according to a report from the European Environment Agency (EEA). †¢The EEA is considering water pricing in the following countries: Croatia, England and wales, France, Germany, Netherlands, Scotland, Serbia, Slovenia and Spain. †¢In most countries, farmers are allowed to use as much water as they want  for a flat rate. By charging the amount of water used in Europe it prognosticated to cut down on water used by agriculture for about 10 – 20 %. This will push farmers to not only cut down on their water consumption but to invest on better irrigation system as well as fixing water leaks. †¢The general population in the European Union seem to support this motion to cut down water overuse, about 84% of the population agree with this principle. Marketing Mix In order to better penetrate the European market we have to better understand our own products, so a marketing mix was created to see what we can offer to the market and this will help us to better oversee our operations in the European market. PRODUCT: Chiquita banana takes pride in their first class bananas. But banana consumption vary from country to country so they have other products to fulfill the change in each countries demand. They always keep in mind the environment and consumer’s health, so they have products that meet these two qualifications, products such as: readymade salads, fruit snacks. An independent survey was conducted about people’s preferences and attitudes about bananas, and the poll indicated that the taste of Chiquita bananas was better than competing brands and people preferred it 2 to 1 to the leading brand. The bananas by Chiquita banana are 100% organic approved and certified by the USDA which means that they adhere to the requirements and meet the organic standards of growing bananas. PRICE: These are the prices for bananas per metric ton for the last few months. Bananas prices vary depending on the location where they are being sold. In France the average price for a kg is about $2.00 dollars. In Spain is about $1.00 per kg. But these prices tend to fluctuate with the seasons as well, and some variables take place to why this happens. One of the reasons is that bananas grow in tropical areas so they need hot weather to grow, but it’s harder to maintain them fresh during summer. PLACE: Chiquita banana sells its products internationally to about 70 countries worldwide. The majority of the products grown come from South America and the Caribbean which are then sent to distribution centers. Europe is the largest consumer and importer of bananas in the world, so this would be the best place for the largest banana producer in the world to invest and tap into this gold mine. In the year 2011 people living in the European Union consumed an estimate of 5 million tons of bananas and about 4.6 million tons were imported. Europe would be the best market to try to penetrate and take market share from. Sweden, UK, Denmark, Finland and Portugal are the main consumers of bananas in Europe (see Appendix A). These are the countries within the EU for Chiquita banana to penetrate first. PROMOTION: The way that Chiquita banana promotes their product is very innovative. They have sticker contests and they encourage people to send drawings for possible logos for their stickers. But their latest promotion is endorsing the charismatic minion characters from the movie Despicable Me, they have even worked on an app game available for apple and droid. The point of this game is to run and get as many bananas as possible without running into any obstacles. There is no record for the increase in sales of Chiquita bananas yet because the game is recent, but it’s safe to say that this gamification strategy will work well for the company. Also, as a part of their promotion they attend school lunches, celebrate major anniversaries and sponsor Olympics. They use the slogan â€Å"quite possibly, The World’s Perfect Food† SWOT Analysis STRENGTHS: †¢Chiquita Banana is number one in the fruit market in the world and sells its products to more than 70 countries worldwide. †¢The company had a $3 billion dollar revenue last year. †¢Its net income is about $405 million dollars. †¢The company is committed to being socially responsible A decade ago they implemented social accountability 8000 which has helped improve their practices to better serve the community. â€Å"SA 8000 provides standards based on national laws, international human rights norms and the conventions of the International Labor Organization. Management system  requirements ensure that these standards are consistently implemented over time, and independent audits and certification help measure progress and identify areas for improvement.† WEAKNESSES: †¢The company has not been able to reach out to consumers in Europe, they had a $2 million profit during the last quarter, better compared to the previews year where there was an $11 million loss. †¢Sales fell 2% from $793 million to $774 million in one year. †¢There was an 18 an article was published of ‘Chiquita secrets revealed’ by the enquirer, where the company had been accused of mistreating workers in Central America, polluting the environment and allowing cocaine to be brought to the US in its ships. OPPORTUNITIES: †¢With the new regulations from 1993 the European market has opened for banana companies that do not belong to the ACP countries and Latin America. †¢Our opportunities go hand in hand with the highest consumers of bananas in the EU. According to appendix A, they are: oSweden UK Denmark Finland Portugal †¢These are the first countries that we must try to focus our internationalization efforts into, since they are the highest consumers of our product. †¢Even with the new regulations by COMB Chiquita banana has no real competition from European banana growers, European countries are not optimal for banana growth. Chiquita banana can bring larger quantities at competing prices. THREATS: †¢Some of the threats come from competing companies like: Dole, Del Monte and Fyffes. †¢The analysis of this figure shows Chiquita’s market share shrinking from 1966 to 1995 and then remaining constant at 25% market share. †¢We can also observe that for the year 2007 Dole Company had a bigger market share than Chiquita. †¢Chiquita has to be attentive of the existing competing brands but also the new incoming brands that are stealing market share from the company. Internationalization Strategy and Viability As already stated before, the European Market is the biggest consumer and importer of bananas. Which is why we are interested in creating an internationalization strategy in order to visualize which cities in the European market target more specifically. There is a map in appendix A portraying the European Countries and an estimate of banana consumption, we can see that the northern countries together with Portugal enjoy eating bananas the most. Then we can see a ranking list with the countries that consume the most bananas in Europe, with Sweden being on top of the list. Chiquita banana Co. gets their product from the countries with a yellow dot. Since these are countries that have hot and humid temperature, adequate for banana growth. This map shows us that that in order for the bananas to be shipped from this countries to the EU they have to be shipped in a boat that has to travel the Atlantic for about 6,000 miles. These bananas are stored and refrigerated. This crossing of the A tlantic takes an average of 5 days and the bananas are refrigerated to a temperature between 13.5 and 15 C stalling ripening. Even though flavor and consistency remain virtually intact, this voyage shortens the shelf life to be 7-10 days. Portugal would be a strategic point for the company’s internationalization strategy. A logistics platform could be set up in Porto, a northern city in Portugal, this way we can kill two birds with one rock. We re-fuel the ships and get them ready for their journey to Sweden (our top priority in terms of distribution) and unload some containers to distribute Portugal’s banana demand. Aside from Portugal the countries with the highest consumption of bananas per capita is in Northern Europe, so another logistic platform would be convenient as a final stop before the final destination in each country. Le Havre, France would be a convenient location since it is south of the UK and it is cheaper to have a distribution center there because the euro is not as strong as the sterling pound. Once we have our logistics platform set up in Le Havre we can make accommodatio ns and agreements with companies and retailers that handle fruits and vegetables belonging to the countries that have the highest banana consumption. We would deliver to the following  terminal or ports: †¢Gothenburg, Sweden †¢Brighton, UK †¢Skagen, Denmark †¢Finland is a little more inaccessible through the Baltic Sea, so we would ship Finland’s required bananas to Gothenburg, Sweden as well. From Sweden we could work another logistic route to get to Finland by truck. †¢Porto, Portugal †¢Le Havre, France CHANCE: Iceland is Europe’s top producer of bananas with their world of the art greenhouse installations, even though they rely on their technology they have to constantly monitor their products and create the proper environment for the bananas. This is where Chiquita banana has an opportunity since they don’t have to worry about creating the right conditions for banana growth, the company looks for a convenient location for banana growth and plants the fruit. This enables the company to worry solely on cropping and shipping. Another advantage that the company has over the biggest European banana producer is that, Chiquita banana can acquire bananas in massive quantities while Iceland’s producers have to create the environment to grow more bananas. This is unless the COMB sets a tighter quota. Incoterm An incoterm is a made up word composed of three words. ‘in’ means international, ‘co’ commerce and ‘term’ means term. Incoterms are used to describe the type of relationship between buyer and supplier and they type of contract they use to deliver and receive a product. POSSIBLE INCOTERMS FOR THE COMPANY As a seller the most optimal incoterm for the company would be to agree with the buyer of working with ‘Ex Works’ since the buyer would have to assume the transportation costs and the risks of brining the goods to their stores. I believe this to be very one sided and not efficient, since in order to maximize profits a business deal has to be long-term. Sooner or later one of  the competing brands could offer our buyers a better agreement and we would be out of business, so I would call this a ‘lose-lose situation’. Another option would be the exact opposite from ‘Ex works’ where the seller mantains most of the obligations and expenses while there is minimum for the buyere. This would be a DDP, here the â€Å"seller is responsible for delivering the goods to the named place in the country of the buyer, and pas all costs in bringing the goods to the destination including import duties and taxes. Seller is not responsible for unloading.† t his is also very one sided. My belief is that if we are going to have a long lasting relationship with our business partner we have to compromise, and here we would be taking all most of the bourden of the business deal. Solution As already stated before, in order to create a long lasting relationship with our business partners and maximize profits we have to compromize. Chiquita Banana is trying to gain marketshare in Europe, so the best thing we can do with our business partners is to share the transportation burden and costs. Deliverd at Terminal (DAT) incoterm would be the best viable solution for Chiquita and our buyers. We can promise to deliver the product fresh, safe and sound to the following city ports: Gothenburg, Brighton, Skagen, Porto and Le Havre. We can accept all costs and risks (except for import clearance costs) and from each terminal they can send the bananas to their respective distribution centers or directly to the retailers. That is up to our business partners to decide. It is safe to say that we are taking most of the costs, since it is expensive to cross the atlantic with ships and maintain the fruit at a certain temperature to keep it fresh. But in order to have our buyers support, we have to go the extra mile. This strategy at the same time will speed up the process of internationalization and market share gain for Chiquita Banana. Works Cited European Union. Wikipedia. Wikimedia Foundation, 20 Oct. 2013. Web. 20 Oct. 2013 Economy of the European Union. Wikipedia. Wikimedia Foundation, 18 Oct. 2013. Web. 20 Oct. 2013 Economy of the European Union. Wikipedia. Wikimedia Foundation, 18 Oct. 2013. Web. 20 Oct. 2013. Intelligent Approaches to Achieving Pesticide-free Produce. N.p., n.d. Web. 20 Oct. 2013. CHAPTER 3 BANANA IMPORTING COUNTRIES AND TRADE POLICIES. The World Banana Economy, 1985-2002. N.p., n.d. Web. 20 Oct. 2013. Water: Charging Full Cost Can Encourage More Efficient Use. —. N.p., n.d. Web. 20 Oct. 2013. Chiquita.com Chiquita Organic Bananas: Organic Food. Chiquita.com Chiquita Organic Bananas: Organic Food. N.p., n.d. Web. 20 Oct. 2013. Europe Largest Banana Importer Worldwide. Europe Largest Banana Importer Worldwide. N.p., n.d. Web. 20 Oct. 2013. Chiquita.com Social Responsibility Is How We Conduct Business. Chiquita.com Social Responsibility Is How We Conduct Business. N.p., n.d. Web. 20 Oct. 2013. Chiquita Banana Sales Remain Weak in Europe. Chiquita Banana Sales Remain Weak in Europe. N.p., n.d. Web. 20 Oct. 2013 Chiquita Brands International. Wikipedia. Wikimedia Foundation, 20 Oct. 2013. Web. 20 Oct. 2013. Banana. Wikipedia. Wikimedia Foundation, 20 Oct. 2013. Web. 20 Oct. 2013. Martin Stott. Iceland: Europe’s Biggest Producer of Bananas. N.p., n.d. Web. 20 Oct. 2013. Economy of the European Union. Wikipedia. Wikimedia Foundation, 18 Oct. 2013. Web. 20 Oct. 2013.

The Grandmother in Flannery O’Connor’s A Good Man is Hard to Find :: O’Connor A Good Man is Hard to Find

The Grandmother in Flannery O’Connor’s A Good Man is Hard to Find Flannery O’Connor is a master of the ironic, the twisted, and the real. Life is filled with tragic irony, and she perfectly orchestrates situations which demonstrate this to the fullest extent. A Good Man is Hard to Find is an excellent example of the mangled viewpoint which makes her work as compelling and striking as it is. Although this story is told in the third person, the reader’s eyes are strictly controlled by the meddling, ever-involved grandmother. She is never given a name; she is just a generic grandmother; she could belong to anyone. O’Connor portrays her as simply annoying, a thorn in her son’s side. As the little girl June Star rudely puts it, â€Å"She has to go everywhere we go. She wouldn’t stay at home to be queen for a day† (117-118). As June Star demonstrates, the family treats the grandmother with great reproach. Even as she is driving them all crazy with her constant comments and old-fashioned attitude, the reader is made to feel sorry for her. It is this constant stream of confliction that keeps the story boiling, and eventually overflows into the shocking conclusion. Of course the grandmother meant no harm, but who can help but to blame her? O’Connor puts her readers into a fit of rage as â€Å"the horrible thought† comes to the gra ndmother, â€Å"that the house she had remembered so vividly was not in Georgia but in Tennessee† (125). O’Connor uses many symbols to warn the reader of the impending doom that is about to befall the unknowing travelers. The grandmother is, of course, worried about The Misfit, and, not surprisingly, the family brushes off her concern. Here again is another conflict. If the grandmother can be blamed for the accident, can the family then be blamed for taking the trip in the first place? The grandmother warned them didn’t she? This may sound foolish, but it does follow the same logic. The grandmother also foreshadows the horrible events to come with her choice of attire to ride in the car. The â€Å"purple spray of cloth violets† (118) that she had placed on her blouse were to serve a purpose. The Grandmother in Flannery O’Connor’s A Good Man is Hard to Find :: O’Connor A Good Man is Hard to Find The Grandmother in Flannery O’Connor’s A Good Man is Hard to Find Flannery O’Connor is a master of the ironic, the twisted, and the real. Life is filled with tragic irony, and she perfectly orchestrates situations which demonstrate this to the fullest extent. A Good Man is Hard to Find is an excellent example of the mangled viewpoint which makes her work as compelling and striking as it is. Although this story is told in the third person, the reader’s eyes are strictly controlled by the meddling, ever-involved grandmother. She is never given a name; she is just a generic grandmother; she could belong to anyone. O’Connor portrays her as simply annoying, a thorn in her son’s side. As the little girl June Star rudely puts it, â€Å"She has to go everywhere we go. She wouldn’t stay at home to be queen for a day† (117-118). As June Star demonstrates, the family treats the grandmother with great reproach. Even as she is driving them all crazy with her constant comments and old-fashioned attitude, the reader is made to feel sorry for her. It is this constant stream of confliction that keeps the story boiling, and eventually overflows into the shocking conclusion. Of course the grandmother meant no harm, but who can help but to blame her? O’Connor puts her readers into a fit of rage as â€Å"the horrible thought† comes to the gra ndmother, â€Å"that the house she had remembered so vividly was not in Georgia but in Tennessee† (125). O’Connor uses many symbols to warn the reader of the impending doom that is about to befall the unknowing travelers. The grandmother is, of course, worried about The Misfit, and, not surprisingly, the family brushes off her concern. Here again is another conflict. If the grandmother can be blamed for the accident, can the family then be blamed for taking the trip in the first place? The grandmother warned them didn’t she? This may sound foolish, but it does follow the same logic. The grandmother also foreshadows the horrible events to come with her choice of attire to ride in the car. The â€Å"purple spray of cloth violets† (118) that she had placed on her blouse were to serve a purpose.

Ethical Judgements

1. Ethical judgements limit the methods available in the production of knowledge in both the arts and the natural sciences. Discuss.a. What areas of knowledge & ways of knowing should be investigated? The arts, the natural sciences, ethicsb. What’s the question getting at? The question is asking about the way in which ethical judgements can impinge on the way we both create (rather than interpret) the arts and the natural sciences. Basically, it’s leading students on to an exploration of controversies within the arts and the natural sciences in terms of the subject matter they deal with.c. What are the potential knowledge issues? To what extent do ethical considerations constrain the way the arts are created? To what extent do ethical considerations limit natural science experimentation and research? For more ideas, check out section 10 of the Essay Guide.d. What sort of real life situations can be drawn on? We’re interested in examples of where artists and scien tists have been hampered (or encouraged) by ethical judgements. There are many ready-made examples for the natural sciences. For the arts, it is perhaps not so straightforward, but there are still lots of examples of ethically questionable works of art. In terms of counterclaims, it is the arts that are better served by real life situations, with plenty of pieces produced in order to tackle (and produce) ethical judgements.But here, too, you should be able to find scientific knowledge that has been discovered in order to solve ethical problems. You’ll find more specific examples, in the last section of the Guide.e. What are the difficulties and challenges of this question? The question is perhaps a little confusingly worded, but it is clear in terms of the areas of knowledge to be tackled. Including personal examples will be trickier in this question than finding outside examples.2. â€Å"When the only tool you have is a hammer, all problems begin to resemble nails† (A braham Maslow). How might this apply to ways of knowing, as tools, in the pursuit of knowledge?a. What areas of knowledge & ways of knowing should be investigated? The question is a broad one, and allows students to focus on their own choice of WOKs. It also potentially allows students to bring in the AOKs as well – particularly natural/human sciences (the scientific method), history (the historical method), and the arts (creation of art).b. What’s the question getting at? The question asks students to consider the way in which WOKs are used to provide us with knowledge.The quote suggests that if we view WOKs in too narrow and homogenous a way, it could limit the amount and type of knowledge we are able to acquire. The question requires students to consider the nature of each way of knowing, and try to think a little more creatively about each one; in addition, students could also consider how the areas of knowledge can themselves act as ways of knowing – ie, in terms of the scientific or historical method, and in terms of art as a way of knowing rather than an area of knowledge. Given that this is a question for the 2008 curriculum, its focus are the four ways of knowing (emotion, language, reason, sense perception).A quick look at the new curriculum will provide new possibilities for this, and perhaps provide a key to approaching the question (considering the validity of faith, imagination, intuition, memory).c. What are the potential knowledge issues? Are the four ways of knowing the only means of acquiring knowledge? Do we acquire knowledge only through the ways of knowing, or can it be acquired via the areas of knowledge? For more ideas, check out section 10 of the Essay Guide..d. What sort of real life situations can be drawn on? Given how broad the question potentially is, there is a large range of real life situations that can be drawn on. You’ll find more specific examples, in the last section of the Guide.e. What are the d ifficulties and challenges of this question? The quote is a lovely one, and it could lead on to some interesting knowledge issue discussion. However, the non-specific nature of the question (not only does it not stipulate which WOKs/AOKs, it also does not mention how many should be considered) means that it will be very easy to go astray with this question. Responses have to narrow down specific examples of how the ways of knowing can sometimes impeded our pursuit of knowledge if we do not apply them in an imaginative way.3. â€Å"Knowledge is nothing more than the systematic organisation of facts.† Discuss this statement in relation to two areas of knowledge.a. What areas of knowledge & ways of knowing should be investigated? This is another broad question, although unlike title no.2, it does state how many WOKs/AOKs should be tackled (two AOKs). Given this, it would make sense to focus on two distinct AOKs, such as ethics and natural sciences, or the arts and history.b. Wha t’s the question getting at? The question asks students to consider the nature of knowledge within their two chosen AOKs. ‘Systematic organization of facts’ suggests quantitative knowledge; students must consider to what extent this is true, and then offer a counter-claim in which they discuss how much qualitative knowledge, and other forms of knowledge the particular AOKs consist of. Students should bear in mind that the title implies a process – ie, ‘organizing facts’, rather than a static type of knowledge – ie, ‘organized facts’; the two possible meanings could lead to different types of essays. A clear definition of ‘facts’ needs to be provided in the introduction, to give responses a firm footing.c. What are the potential knowledge issues? To what extent can we build up a thorough understanding of the human/natural sciences by processing purely quantitative knowledge? To what extent does ethical knowledge involve the consideration of factual information? For more ideas, check out section 10 of the Essay Guide.d. What sort of real life situations can be drawn on? Real life situations can be taken easily from personal experiences related to the AOKs chosen, so students can think about the level of the understanding they have built up by dealing with systemized facts. You’ll find more specific examples, in the last section of the Guide.e. What are the difficulties and challenges of this question? Given that the essay is clear about its scope, this question is probably easier to approach than question 2. Having said that, it depends on how students tackle this notion of ‘systemized facts’. If they do so in terms of ‘natural science consists of systemized facts’, they may have problems; if they do so in terms of ‘natural science consists of building up systemized facts’, they will be able to tackle the question more easily.4. â€Å"That whic h is accepted as knowledge today is sometimes discarded tomorrow.† Consider knowledge issues raised by this statement in two areas of knowledge.a. What areas of knowledge & ways of knowing should be investigated? Similar to question 3, this title asks students to consider two AOKs. The question lends itself to AOKs that offer more objective, yet regularly updated, knowledge, such as history, the human sciences, and the natural sciences. Ethics also ties in very well, and could link up very nicely with history.b. What’s the question getting at? The question is referring to the extent to which knowledge is subject to review and revisionism over time. Thus, although we may believe we possess objective facts, from a different perspective gained by progress, such facts become re-interpreted in the light of new evidence, discoveries, technology, or societal trends. In short, the question is asking students the extent to which knowledge is provisional. Note the use of the word ‘sometimes’, though, meaning that you shouldn’t make generalizations about the whole of knowledge.c. What are the potential knowledge issues? To what extent does historical knowledge need revision? Are there any theories or laws in the human sciences that have withstood the test of time? For more ideas, check out section 10 of the Essay Guide.d. What sort of real life situations can be drawn on? In terms of the AOKs mentioned above, appropriate real life situations may involve a way of interpreting a past event, a method of studying human behaviour, knowledge about the natural world, or an accepted way of behaving. In terms of personal examples, students can easily apply their own learning of a particular subject (related to one of the AOKs they have selected), and how their understanding of it has been subject to change over time. You’ll find more specific examples, in the last section of the Guide.e. What are the difficulties and challenges of this ques tion? This is a more straightforward question to get to grips with, as it focuses on a concept that should be familiar to most students.5. â€Å"The historian’s task is to understand the past; the human scientist, by contrast, is looking to change the future.† To what extent is this true in these areas of knowledge?a. What areas of knowledge & ways of knowing should be investigated? This question is clearly focused on history and the human sciences. It could require some consideration of the method used by both historians and human scientists, in an attempt to gauge the purpose of each one.b. What’s the question getting at? The question asks students to consider the purpose of both AOKs, and decide to what extent one merely looks back, and one looks forward. Obviously, the title is a rather arbitrary one: there can’t be only one purpose to an AOK, and AOKs overlap hugely anyway (particularly history and the human sciences). So students should use the ques tion for a launching pad into a more wide-ranging discussion of the aim of both AOKs, not, perhaps, sticking quite so rigidly to the assertion implicit in the title.c. What are the potential knowledge issues? To what extent is history only focused on past events? To what extent do the  human sciences aim to change the way societies behave? For more ideas, check out section 10 of the Essay Guide.d. What sort of real life situations can be drawn on? The arguments for this essay need to be based on history studies that have been done only in the context of the past, and human science cases that have not drawn on past events. Counterclaims need to contrast those RLSs – which will be much easier to do. You’ll find more specific examples, in the last section of the Guide.e. What are the difficulties and challenges of this question? The two AOKs are very similar ones – indeed, outside the world of TOK, history is a human science, so students may find it hard to contr ast the respective methods used, and knowledge that is acquired. Historians often work alongside human scientists, and vice versa, in order to understand past, present, and future societies, so using such an arbitrary and contrived statement will present problems for students. Finally, talking of an overriding ‘purpose’ for AOKs is fraught with difficulties: can we say there is one reason why historians/human scientists do their respective jobs? Having said all that, there’s plenty of scope to attack the question!6. â€Å"A skeptic is one who is willing to question any knowledge claim, asking for clarity in definition, consistency in logic and adequacy of evidence† (adapted from Paul Kurtz, 1994). Evaluate this approach in two areas of knowledge.a. What areas of knowledge & ways of knowing should be investigated? This is the third title that asks students to consider two non-specific areas of knowledge, and the fifth one that focuses on AOKs rather than WO Ks. For this title, appropriate AOKs are ones that make knowledge claims of which people can ‘question†¦asking for clarity in definition, consistency in logic and adequacy of evidence’. In other words, AOKs that require clear evidence to support the knowledge they deal with. Although this could conceivably work with any AOK, the arts are trickier to use within this title, as is mathematics.b. What’s the question getting at? The question provides a framework (ie the way a skeptic approaches knowledge) that can be applied to the two AOKs. As outlined in ‘e’, what this framework leads us onto is not immediately apparent. Presumably, the essay is supposed to assess how well this approach can be applied to the chosen AOKs, in order to provide us with certain knowledge.c. What are the potential knowledge issues? To what extent does the natural sciences/human sciences/history/ethics require logic and evidence in order to acquire knowledge? For more ide as, check out section 10 of the Essay Guide.d. What sort of real life situations can be drawn on? Appropriate RLSs depend on the AOKs chosen, but what is needed here are RLSs that illustrate how the approach can work, and RLSs indicating that such an approach is not always effective. You’ll find more specific examples, in the last section of the Guide.e. What are the difficulties and challenges of this question? The difficulties are in working out what the question wants students to do with the skeptics’ approach to knowledge. Does it want students to assess how well this approach works in the two AOKs (ie whether it leads us to certain knowledge)? Does it want students to assess whether such an approach can be used at all? Does it want us to focus on the skeptic, or on the AOK?