Determinism and the benefits of Taylors theory Essay Example for Free

Determinism and the benefits of Taylors theory Essay In Metaphysics Richard Taylor outlines the different views on the concept of freedom. The traditional view is that of the compatibilists which states that freedom is the ability to act, or not to act, according to the determinations of the will. It is so defined to make it compatible with the theory of determinism, which essentially states that all actions have a causal explanation due to the state of the world in the moment previous. However, the definition is clearly inadequate due to the fundamental flaws of determinism and its failure to account for deliberation or personal choice. A superior alternative is offered by what Taylor calls the theory of agency, but is more commonly known as libertarianism. In discussing a theory one must start with some data in order to prove the validity of the theory, and in discussing determinism this is no different. Two suitable criteria dealing with the decision making process are: firstly that we at times deliberate with the view of making a decision , and secondly regardless of whether I deliberate I sometimes have a personal choice in the decision making process. These criteria are ideal because they are both things that we as individuals are fairly certain of so any acceptable theory must account for them in some way. For common sense, a virtue in argumentation, suggests that it is easier to accept the veracity of partial self-determination in the decision making process than an abstract philosophical theory. To asses the applicability of the data to determinism a more in depth examination of determinism is needed, which Taylor defines as having three tenets: Firstly, that the theory of determinism is true. Secondly, that voluntary behaviour is free unless constrained, and finally that causes of voluntary behaviour are certain states, condition, decisions, and desires. The principle problem of determinism is precisely this last tenet, for what are the causes of the inner states that cause my actions? Where do they come from? Are they under my control? If determinism is true then the problem of infinite causality arises for the causes of the actions must themselves have causes. When applied to the two original data the infinite causality of determinism  renders these data false. Take deliberation as an example. I can deliberate only about future actions, but there are always causes to everything I do making the outcome of the deliberation inevitable and the process itself irrelevant. The incompatibility of determinism and deliberation does not bode well for the second datum, as if I am to have a personal choice in an action then I must be able to concretely execute any of the options associated with the action. But if determinism is true there can again only be one option due to the chain of causes thus negating the option of personal choice. A better theory, one that incorporates these two essential data is what Taylor calls the theory of agency, but is more commonly known as libertarianism, which postulates that human beings are frequently, but not always, self-determining beings. To further understand the theory of agency and thus its advantages it is first necessary to examine how it deals with the causation of actions. If an individual is relatively free in his decision making it follows that the individual agent can be considered a cause for the resulting action. For example, if I move my hand then the obvious cause of the motion is me and not some infinite series of causes. The lack of such a sequence of causes, unlike the one put forward by determinism, is an advantage for it allows the theory of agency to be rid of the problems of determinism discussed above. Moreover this allows libertarianism to incorporate the two criteria originally put forth. Under libertarianism deliberation becomes not just possible, but quite logical as it makes sense to ponder a matter over which I have control of the outcome. Then obviously, if I am at least a partially self-determining entity then I have a fair amount of personal choice in what course of action I should pursue. Aside from avoiding the problems of determinism, perhaps libertarianisms greatest advantage is its common sense appeal. For example, if I am considering whether to order a Big Mac for lunch or a McChicken, it makes much more sense to me that through deliberation I can choose which sandwich I would like to eat, rather than the existence of some infinite chain of events that pre-determines that I will eat a Big Mac. It is of course necessary to acknowledge that common sense and simplicity are not absolute truths, but as Bertrand Russell wrote, in support of common sense,  in The Problems of Philosophy, Since this belief [in the existence of physical objects] does not lead to any difficulties, but on the contrary tends to simplify and systemize our account of our experiences, there seems no good reason for rejecting it. (Russell, 24) While Russell was addressing another problem the logic of common sense he applied most definitely applies to the case at hand as well. As a concluding argument in favour of libertarianism consider, the very fact of reading and grading this essay. If determinism were true then this essays grade would have long been pre-determined by a series of causes stretching back to before its very creation thus rendering useless the whole process. Texts Cited Russell, B. Problems of Philosophy. Oxford University Press: Oxford, 1997. Taylor, R. Metaphysics. Englewood Cliffs NJ: Prentice Hall, 1993

Principle of teaching Essay Example for Free

Principle of teaching Essay Maintaining an environment for ï ¬ rst-class higher education Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ï ¬ rst-class higher education. The nine principles were ï ¬ rst adopted by the University’s Academic Board in 2002. This renewed edition of the document reï ¬â€šects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiï ¬ cant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. Nine guiding principles 1. An atmosphere of intellectual excitement 2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context 4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development 6. Clear academic expectations and standards 7 Learning cycles of experimentation, feedback and assessment . 8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciï ¬ c components of the teaching and learning process. Together, these principles reï ¬â€šect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether they come to the University as undergraduate, postgraduate coursework or postgraduate research students. Generic statements of beliefs, values and practices cannot completely capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations across the disciplines in traditions of scholarship and in philosophies and approaches towards teaching and learning. Indeed, the nine principles described here support the process of interdisciplinary learning encouraged by the Melbourne Model: they provide a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students. The ultimate objective of the University of Melbourne’s teaching and learning programs is to prepare graduates with distinctive attributes — described in the next section — that enable them to contribute to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the maintenance and enhancement of teaching and learning standards that serve this end. It is a statement of what the University community values. As such, it has aspirational qualities and the suggestions for good practice offered provide laudable benchmarks to which the University is committed within the availability of resources. Responsibilities The maintenance of the University of Melbourne’s teaching and learning environment is the responsibility of the whole institution. This document identiï ¬ es various University, Faculty and individual responsibilities, though not all of the detailed implications apply equally to all members of the University community. The Academic Board is responsible to the University Council for the development of academic policy and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in teaching and research. It has core quality assurance functions, including the approval of selection criteria, the monitoring of student progress, the approval of new and changed courses, and the monitoring of the quality of teaching and learning. The Provost is responsible to the Vice-Chancellor for the conduct, coordination, and quality of the University’s academic programs and the planning of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional staff to ensure the alignment of accountability, budgets and initiatives in the delivery of academic programs and consistent, high quality student support. The Academic Board and Provost together ensure that the University: †¢ recognises and rewards excellence in teaching through its policies in staff recruitment, selection and promotion criteria; †¢ provides extensive opportunities for professional development in teaching and learning; †¢ supports and promotes research-led teaching; †¢ develops and maintains high quality teaching and learning spaces and resources; †¢ places high importance on the place of knowledge transfer activities in making its degrees relevant and distinctive and supports its staff and students in pursuing such activities; †¢ encourages and supports innovative approaches to teaching and learning, including through the application of advancements in information and communications technology; and †¢ provides mechanisms for on-going curriculum review involving all stakeholders (students, community, industry, professional associations, and academics) of the content, structure and delivery of courses and the learning experiences of students. The University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should apply scholarly principles to teaching and to the leadership of student learning. In practice, the scholarship of teaching involves academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It also involves evaluating and reï ¬â€šecting on the effects on student learning of curriculum design, knowledge transfer activities, teaching styles and approaches to assessment. The present document is designed to support consideration of the University’s obligations in terms of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices. Students have responsibilities as well for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed simply in terms of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students have complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to study. Students also have obligations to contribute to the creation and maintenance of an effective overall teaching and learning environment. These obligations include: †¢ collaborating with other students in learning; †¢ contributing to the University community and participating in life beyond the classroom; †¢ developing a capacity for tolerating complexity and, where appropriate, ambiguity; †¢ respecting the viewpoints of others; †¢ being reï ¬â€šective, creative, open-minded and receptive to new ideas; †¢ actively participating in discussion and debate; †¢ seeking support and guidance from staff when necessary; †¢ accepting the responsibility to move towards intellectual independence; †¢ being familiar with the Graduate Attributes and consciously striving to acquire them; †¢ respecting and complying with the conventions of academic scholarship, especially with regard to the authorship of ideas; and †¢ providing considered feedback to the University and its staff on the quality of teaching and University services. The Attributes of University of Melbourne Graduates The University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the planning and development of teaching, knowledge transfer and research to ensure the University’s students acquire the experience, skills and knowledge necessary for graduates in today’s complex global environment. Graduate Attributes The Melbourne Experience enables graduates to become: Academically excellent Graduates will be expected to: †¢ have a strong sense of intellectual integrity and the ethics of scholarship †¢ have in-depth knowledge of their specialist discipline(s) †¢ reach a high level of achievement in writing, generic research activities, problem-solving and communication †¢ be critical and creative thinkers, with an aptitude for continued self-directed learning †¢ be adept at learning in a range of ways, including through information and communication technologies Knowledgeable across disciplines Graduates will be expected to: †¢ examine critically, synthesise and evaluate knowledge across a broad range of disciplines †¢ expand their analytical and cognitive skills through learning experiences in diverse subjects †¢ have the capacity to participate fully in collaborative learning and to confront unfamiliar problems †¢ have a set of ï ¬â€šexible and transferable skills for different types of employment Leaders in communities Graduates will be expected to: †¢ initiate and implement constructive change in their communities, including professions and workplaces †¢ have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations †¢ mentor future generations of learners †¢ engage in meaningful public discourse, with a profound awareness of community needs Attuned to cultural diversity Graduates will be expected to: †¢ value different cultures †¢ be well-informed citizens able to contribute to their communities wherever they choose to live and work †¢ have an understanding of the social and cultural diversity in our community †¢ respect indigenous knowledge, cultures and values Active global citizens Graduates will be expected to: †¢ accept social and civic responsibilities †¢ be advocates for improving the sustainability of the environment †¢ have a broad global understanding, with a high regard for human rights, equity and ethics Principle 1: An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Effective university teachers are passionate about ideas. They stimulate the curiosity of their students, channel it within structured frameworks, and reveal their own intellectual interests. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely interested in what they are studying their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education concluded that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are studying. The research evidence shows that most undergraduates commence university with a strong interest and curiosity in the ï ¬ eld they have selected, providing a strong foundation on which to build. A Centre for the Study of Higher Education study of applicants for university places (James, Baldwin McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important inï ¬â€šuences on their choice of a university course. University of Melbourne graduates conï ¬ rm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inï ¬â€šuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery. Part of fostering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom – such as problem and project-based approaches and involvement of community and industry participants in class activities – but many will take students beyond the University’s campuses, to include such activities as ï ¬ eld and industry placements or internships, on-location subject delivery and student exchange programs. As well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and economic contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for current and future knowledge transfer. Implications for practice †¢ Subjects are planned and presented in terms of ideas, theories and concepts. †¢ Conï ¬â€šicting theories and approaches are incorporated into courses to stimulate discussion and debate. †¢ Courses are designed to foster an understanding of the legal, political, social, economic, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice. †¢ Knowledge is presented in terms of broader contexts — intellectual, social, political, historical — to help students understand the signiï ¬ cance of what they are studying. †¢ Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. †¢ Staff convey enthusiasm for the subject matter and work to provoke students’ curiosity. †¢ Courses and subjects are revised regularly to incorporate new theories and approaches. †¢ Staff model the excitement of intellectual exploration when working with students. †¢ Students are given opportunities to make discoveries for themselves and creativity is rewarded. †¢ Innovative approaches to teaching and learning are incorporated into existing courses so that necessary, ‘base-line’ learning is revitalised. †¢ The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses. Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities A climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic conviction within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of undergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular ï ¬ elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge. Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer. In the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and ï ¬â€šexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing egalitarian ideals and social, civic, ethical and environmental responsibility† (Curriculum Commission 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the signiï ¬ cance of research by placing the knowledge it produces in context. The process of knowledge transfer is also inherently two-way: as students engage in activities such as substantial ï ¬ eld-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to beneï ¬ t from being taught or supervised by active researchers, from studying a curriculum informed by the latest research developments, and from learning in a research-led environment. Training in research skills is fundamental to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, there are myriad opportunities and methods for teachers to incorporate research in teaching, a process fundamental to students ’learning how to learn’; that is, how to effectively process and apply both their present understandings and giving them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship. The particular beneï ¬ ts for undergraduate students of an intensive research culture derive from experiencing the ‘latest story’ — curricula underpinned not only by the corpus of human knowledge in the particular ï ¬ eld but also by the latest research and scholarship — and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet another dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context. Interdisciplinary learning and teaching can also provide students with unique perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced — underpinned by the maintenance of established quality assurance and evaluation processes — a strong disciplinary focus should, nonetheless, be preserved (Davies and Devlin 2007). A climate of respect for ideas and spirited inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a signiï ¬ cant new dimension to curriculum design and delivery, encouraging innovation and dynamism in approaches to teaching. It is essential, however, that the overriding principles of coherence and appropriateness – within both a subject and the broader course of study itself – are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree. Ultimately, exposure to the interdependence of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see page 4), and to use them in practice. Implications for practice †¢ Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research. †¢ Current research and consultancy experiences are directly incorporated into teaching content and approaches. †¢ Teachers demonstrate that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. †¢ Students are trained in the research skills of particular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; †¢ Students are made aware of the traditions of scholarship in particular ï ¬ elds, the history of knowledge development, and the body of existing knowledge. †¢ Teachers keep abreast of current developments in their own and related disciplines and incorporate this knowledge into their teaching. †¢ Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice. †¢ Research students are exposed to current research through involvement in staff seminars and conferences. †¢ Students are made aware of the questioning of paradigms that is central to the development of knowledge. †¢ Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. †¢ Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values. †¢ Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods. †¢ As appropriate, staff conduct research into the effects of teaching on student learning. †¢ Staff demonstrate a willingness to revise their own views and admit error, and encourage this attitude in students. †¢ Students are enabled to see the relevance of research to current practice through exposure to experienced practitioners, e-enabled case experiences, ï ¬ eld trips and other in situ learning experiences.

London-based seatwave

London-based seatwave Part I 1. Introduction London-based Seatwave.com was founded in January 2006 by Joe Cohen. He is currently President and CEO whilst Mr. GED Waring is currently VP of Technology and James Hamlin is Director Online Marketing. The site has undergone continuous growth since launch, and currently serves tens of thousands of monthly visitors. Seatwave.com is a specialized online marketplace where fans can buy and sell tickets for concerts, theatre, sports, and live events and is the largest online ticket marketplace in Europe. Seatwave.com works by allowing Ticket Sellers to post the tickets they have for sale on the Seatwave site, and then letting buyers bid on them. Tickets go to the highest bidder and the site offers guaranteed delivery of tickets to winner and takes a small price off the ticket sold for compensation. 2. Seatwave Information Technology applications Seatwaves success is dependent on its use of technology to help drive the supply and value chains of the business and in its three years since its inception, Seatwave has gone from strength to strength winning numerous accolades, including being named Best Technology Media Company 2009 by The Guardian. Pure 360 emailing Technology Seatwave decided to partner with progressive email marketing providers, Pure360, to create and deliver a highly effective, cost efficient, email marketing campaign by capitalizing on cutting edge email marketing technology. Seatwaves ongoing email marketing campaign uses Pure360s Intelligent Time Sending tool to analyze when each of its customers is most likely to open their emails, and click-through to the website. This information is used to ensure emails arrive in recipients inboxes at the time he or she is most receptive an essential tool as Seatwaves success is dependent on the audience responding quickly and purchasing tickets. Timing is everything for Seatwave, and it is imperative that it sends out the latest information about events and ticket availability as quickly and efficiently as possible. Pure360s Automatic Message Import tool makes it possible for Seatwave to send out the latest offers by uploading web content automatically into their email marketing campaign, meaning they use minimal resources. Seatwave Mobile Application LONDON, ENG (Seatwave) 14 January 2009 Seatwave, Europes largest online fan-to-fan ticket exchange, today announced its newest partnership with mobile platform provider, Snaptu. As part of the companys continued expansion into the mobile environment and in a first for fan-to- fan ticket exchanges, the new application will provide a seamless mobile box office experience for fans. It will allow them to navigate through the full range of European concert dates on their mobile phone, and purchase with one call. Cookies When you view our Site we may store information on the hard drive of your computer in the form of a cookie (essentially a small text file). Cookies allow us to tailor the Site to your interests and preferences. (Seatwave.com 2009) IP Addresses We study visitor trends since we are interested in the successful dissemination of information through the Site. Our server creates log files of information such as the Internet Protocol (IP) address from your network, what pages were explored and the length of your visit. Analysis software is used to generate reports, which helps us to learn more about how we can enhance your experience with the Site. This information is not used to develop a personal profile of you. The log files are regularly deleted (Seatwave.com 2009). Seatwave Ticket finder Seatwave has secured a deal with MSN whereby MSN portal users can use Seatwaves Ticket Finder to search for secondhand tickets. The new objective for the online activity is to increase sales of tickets and encourage more people to sell tickets on the site. Secure Online Account As a buyer, you can review all your previous orders and track their status within My Account. For sellers, My Account allows you to view or amend your listings, track your sales and send out your tickets Seatwave Ticket Cover TicketCover is a new kind of insurance and Seatwave will be the first UK Company to ensure that consumers are refunded for the cost of a seat at sporting, music and other forms of live entertainment, if unforeseen circumstances prevail. Such circumstances include motor breakdown on the way to the venue, illness, injury, jury service and a range of other occurrences that could keep a person away from their chosen event. The service will be administered by Mondial Insurance and the cost of the cover will be included in the price of all Seatwave tickets. Seatwave Ticket Integrity Seatwave guarantee that their tickets come only from legitimate sources and that they will represent them accurately and honestly. They also guarantee that you will receive the tickets you ordered (or similar ones) and that they will be with you by the day of the event. And if they dont keep this commitment to you, they will take reasonable steps to source replacement tickets, of an equivalent value, to make sure you dont miss out. If suitable replacement tickets (determinable solely at our discretion) cannot be found, well refund 100% of the price you paid. No questions. Additionally Seatwave Ticket Integrityâ„ ¢ guarantee is a two-way street. If you are selling tickets they promise that you will receive prompt payment from Seatwave for all orders that are confirmed and fulfilled. 3. Seatwave E-Business Models Seatwave have adopted a combination of two E-business models, a Transaction fee revenue model and an E-Auction model. (Schneider. G 2009) explains that in the fee for transactional revenue model, businesses offer services for which they charge a fee that is based on the number or sized of transactions they process And Seatwave has successfully adopted this model whereby they are paid a commission for every ticket sold. Ttickets can be sold at any price selected by the seller, including below and above the face value printed on the ticket and Seatwave charges buyers a 15% service charge and sellers a 10% success fee. Seatwave has additionally adopted an E- Auction model or as they put it a fan to fan to online ticket exchange system. The online auction business model is one in which participants bid for products and services over the internet. When one thinks of online auctions they typically think of E-Bay, the largest online auction site. Like most auction companies, eBay does not actually sell goods that it owns itself. It merely facilitates the process of listing and displaying goods, bidding on items, and paying for them. It acts as a marketplace for individuals and businesses that use the site to auction off goods and services. Several types of online auctions are possible. In an English auction the initial price starts low and is bid up by successive bidders. In a Dutch auction the price starts high and is reduced until someone buys the item. EBay also offers fixed price listings. 4. Seatwave Financial Performance In January 2009 Seatwave was on 35% market share, GetMeIn (a UK startup founded by US guy James Gray and acquired by Ticketmaster is on 25%, and Viagogo is on 14 The principle industry area to which Seatwave belongs is events ticketing . Unfortunately Seatwave does not publish its financial statement but do provide growth margins which make it easier to measure the success and profitability of the company. Europes Leading Ticket exchange increases lead on the field London: 05 May 2009 Seatwave, Europes leading fan-to-fan ticket exchange, today announced explosive growth LONDON: 05 May 2009 Seatwave, Europes leading fan-to-fan ticket exchange, today announced explosive growth for Q1, supported by ComScores latest report confirming that Seatwave is Europes largest ticket exchange by a factor of more than 2 to 1 versus its nearest competitor. March sales alone grew by 287% year on year, one of the many indicators of the companys increasing success. Insert Courtesy Of Seatwave.com Seatwaves success can be attributed to two main factors superior customer service and an excellent online customer experience. Couple with a great business model The Companys site demonstrates how importantly it takes the customers online experience. Burgess believes that the specific online experience they offer customers is an essential ingredient to the success of the company because the site is streamlined and easy to navigate, and its smartly designed to maintain its efficiency and functionality. The smart design is evident in the ability to quickly buy or sell tickets and business model is adopted is excellent because there is no time and geographical constraints, hence tickets and be sold and bought at any time, 24 / 7 and Sellers and bidders can participate from anywhere that has internet access. This makes them more accessible and reduces the cost of attending an auction. 5. Seatwave Strategy Seatwaves biggest market is the UK and its long term strategy for growth is based on three key parts. Growth by global Expansion Offering Marketing Leading Consumer Protection Partnerships and Affiliations 1. The Seatwave business is growing rapidly and is the market leader in all the markets they operate within. Seatwave operates in nine countries outside the UK. Including Germany, the Netherlands, Italy, Spain, France, Austria, Belgium, Switzerland and Ireland Over 700,000 tickets on sale at any one time Customer base of over 1.9 million unique active users. 1.7 Millions tickets for events in over 38 countries Europe secondary ticket market worth $ 6.8 9.7 billion. Bi- model approach e.g. Transactional Revenue model E-auctioning model Seatwave Cooperate sales which is a dedicated service for corporate entertainment needs. 2. Utilizing Technology Offering Consumer Protection services TicketIntegrityâ„ ¢ guarantees that buyers will receive the tickets they ordered in good time for the event, or offers a full refund. TicketCoverâ„ ¢ which provides a full refund if an event is cancelled. This refund includes the full price of the tickets purchased. TicketCoverâ„ ¢premium which covers buyers for a range of other circumstances that may prevent them from attending their performance, such as transport failure or severe illness. TickFinder is a search application use on the msn portal to help users find secondhand tickets. 3. Partnerships and Affiliations Official Ticket exchange partner of 9 different sport clubs Affiliations with 4 separate music groups e.g. MTV.co.uk, MOBO Awards and Live Nation In partnership with major media organizations e.g. MSN, Virgin Media and a new partnership with HMV Seatwave donates a portion of every sporting ticket sold online to Sparks and is also a member of the Action for Brazils Children Trust. Seatwave are in partnership with UPS to help facilitate and ensure a reliable ticket exchange transaction between buyers and sellers. Part II 6. Suggested Evaluation Criteria The methodologies used for the evaluation of Seatwave.com is based on Webqual which is an instrument for assessing the usability, information, and service interaction quality of Internet web-sites, particularly those offering e-commerce facilities (Webqual.co.uk homepage 2009). WebQual (www.webqual.co.uk) is based on quality function deployment (QFD) a structured and Disciplined process that provides a means to identify and carry the voice of the customer through each stage of product and or service development and implementation (Slabey, 1990). In the context of WebQual for traditional Web sites, users are asked to rate target sites against each of a range of qualities using a 7-point scale. The users are also asked to rate each of the qualities for importance (again, using a 7-point scale), which helps gain understanding about which qualities are considered by the user to be most important in any given situation. In order to build a profile for Seatwave.com, the data was summarized around the questionnaire subcategories, and then the total score for each subcategory was indexed against the maximum score (based on the important rating for questions multiplied by three. The results suggested that the information quality and Usability aspect of the website rated extremely well at 100% respectively. Seatwave has facilitated this by providing tools that help the seller choose an appropriate selling price by comparing the average sale price for tickets being sold for the particular event and having a simple but structured approach to the design of the website and the way it presents information to its customers. Additionally the service interaction weighted score was slightly lower than the other categories at 92.8% but still suggested a high sense of community, personalization and security in terms of processing transactions, however the lack of confidence within the website due to the ethical issues within the resale ticketing industry and the slim line of communication to the organization has robbed the site of a maximum score. It must be noted though that WebQual was not particularly useful for evaluating the technical aspects of the site despite providing a valuable profile of users perception of e-commerce quality, therefore an independent evaluation of its technical viability as an ecommerce site was carried out. And one problem noticed when evaluating the site from a technical point of view is that it failed W3C markup validation, this means that there is no guarantee that the site will look the same in different browsers or even that it will work correctly. Also this means that non-graphical browsers and html translators such as those used by blind people may not be able to communicate the site to a properly. The site has an XHTML transitional DOCTYPE header, this standard should be strictly adhered to in order to avoid the problems outlined above, by doing this the company can be sure that they are reaching the widest possible audience as their site would then work with the vast majority of viewing technologies. Part III Proposed future strategy for Seatwave Future Strategy Seatwave can enhance its future ecommerce business by aligning its current strategy with the primary ticket selling industry which will build up its reputation and strengthen its brand image. According to Katie Allen of the Guardian, Seatwave and rivals such as Viagogo have been accused of encouraging the growth of bedroom touts, who snap up tickets with the sole purpose of making a profit by selling them on, in addition Seatwave, as a secondary market ticket supplier, has no way of verifying if tickets are valid, counterfeit, or genuine. By becoming the leader in the Primary and secondary online ticketing market Seatwave will be able to increase its image as a reputable brand, penetrate new markets and hence increase its profit margins. New Business Strategy Key Factors New Potential Packages As the two entities further combine their operations, they could begin to offer more packages to consumers such as discounted bundles of tickets and recorded music, and could offer corporate sponsors more attractive terms, too. At the same time, a vertically integrated behemoth could have the power to dictate higher prices. Power to dictate Price ( Due To Economy of Scale ) Because it would be so vertically integrated, the new company would also be able to muscle out competing concert promoters and have more power to dictate ticket prices to consumers. The new company would have close ties to an array of artists and boast affiliation and new partnerships right across the entertainment spectrum Expansions into the Americas To new business strategy will allow Seatwave to venture out in to the Americas which is tightly regulated against ticket reselling. Because of the new strategy the business can segment its services geographically. Alliances with other companies The new strategy would merge Europes Largest ticketing exchange facilitator with a dominant ticketing and artist-management company. The resulting firm would be able to manage everything from recorded music to ticket sales and tour sponsorship. It could package artists in new ways, for example, allowing corporations such as a mobile phone provider to sponsor a concert tour and to sell an exclusive download of a song. Conclusion In conclusion Seatwave has dominated the European market and have attracted investment whilst protecting its customer; however the ticketing resale markets remains shrouded with suspicion, unfair practices and dodgy dealings. It and its two main rivals in the UK operate in a controversial area. Ticket touts have a bad reputation and Seatwave and its peers are, according to their critics, merely electronic equivalents of the spivs who hang around the doors of music and sporting venues offering dubiously acquired products. Mr. Cohen points out that his venture offers those who are genuinely unable to obtain the tickets they want through a risk free channels, however a sales Account Manager for Seatwave, Lee Lake, was caught purchasing tickets for various concerts and gigs using 4 different addresses and 4 different credit cards and selling the same tickets through Seatwave at significantly higher prices than face value and not declaring that he is an employee of Seatwave in the transaction. In response, Chief Executive Joe Cohen allegedly stated the tickets were purchased as backstop tickets in case fans selling on Seatwave let people down. This proves that Seatwaves strategy is in need of a revamp to attract a better reputation and removed the stigma that has dogged the industry for so long, the integration of its already strong ecommerce offering with an improved business strategy will be the pied piper that draws large audience to the site and puts its critics to rest. Bibliography Peter, M. (2001). Business Studies p.63-64 UK Hodder Stoughton Ltd Farmers Weekly. (2006). Citing Online Source. Tesco Club card Reward Program ( Accessed 3/27/2008) Mike, M and Malcolm, M (2002) Marketing in Managing Bites p.86 GB Macmillan Press Ltd Peter, M. (2001). Business Studies p.61 UK Hodder Stoughton Ltd Kotler, P. (1998). Principles Of Marketing p. 33 UK Prentice Hall College Bill, W. (2008). Citing Online Source. Will Protest Hurt Tesco Brand ( Accessed 3/27/08) Sir Terry, L. (2008). Citing Online Source. Consumers Changing Lifestyles ( Accessed 3/27/08) Peter, M. (2001). Business Studies p.61 UK Hodder Stoughton Ltd

Moulin Rouge and the Disneyfication of the Avant Garde :: Movie Film Essays

Moulin Rouge and the Disneyfication of the Avant Garde At best Moulin Rouge is a lot of fun. At worst it represents the erasure of history. Moulin Rouge is set in the Paris of 1900--at least ostensibly it is. The actual Paris of 1900 is the Paris of Satie, the Paris of Ravel, of Debussy. The actual Paris of 1900 is the Paris of Matisse, and at least for part of the year, the Paris of Picasso. This is very fertile ground for a love story, a musical, anything, really. Puccini found it good enough for La boheme, after all. What we get in Moulin Rouge, though, is a Paris of 1900 filtered through the myopia of late 20th Century pop culture, especially pop music. We get an anachronistic melange of Madonna and Elton John, of Nirvana and Olivia Newton John. In other words, it isn’t the Paris of 1900. It isn’t even close. Granted, Henri Toulouse-Lautrec shows up as a supporting character and there is, in the film, a nightclub called Moulin Rouge from which the film cribs its title. But other than that, and the ubiquitous absinthe, there’s not much Parisy about Moulin Rouge the movie, much less Paris, 1900. The character of Toulouse-Lautrec speaks vaguely of the â€Å"Bohemian Revolution† but only long enough for the film to make fun of it, and never in enough detail for either a credible manifesto or a credible satire. And, of course, it has to be advocated by Toulouse-Lautrec because Hollywood still thinks dwarves are funny, especially dwarves with lisps. So why does so little of the real Paris of 1900 appear in this film? I have my suspicions that to use, say the music of Erik Satie, would have been too â€Å"challenging† for contemporary audiences. It may have been deemed out of the target demographic of the film, probably â€Å"indie† movie buffs in the 19-30 range whose introduction to the avant-garde was Trainspotting. A movie about a writer in Paris that actually dealt with other writers who were really there, other artists who didn’t have the luck to be born lisping dwarves, would never have been made. I mean, who would go to see it? Old people? The problem, of course, with always making things people can â€Å"relate† to, is that in constantly recycling what we know, we fail to ever learn or be challenged by anything new, even if that thing, new to our experience, is past history.

The Scarlet Letter, By Nathaniel Hawthorne :: essays papers

The Scarlet Letter, By Nathaniel Hawthorne Nathaniel Hawthorne's background influenced him to write the bold novel The Scarlet Letter. One important influence on the story is money. Hawthorne had never made much money as an author and the birth of his first daughter added to the financial burden ("Biographical Note" VII). He received a job at the Salem Custom House only to lose it three years later and be forced to write again to support his family (IX). Consequently, The Scarlet Letter was published a year later (IX). It was only intended to be a long short story, but the extra money a novel would bring in was needed ("Introduction" XVI). Hawthorne then wrote an introduction section titled "The Custom House" to extend the length of the book and The Scarlet Letter became a full novel (XVI). In addition to financial worries, another influence on the story is Hawthorne's rejection of his ancestors. His forefathers were strict Puritans, and John Hathorne, his great-great-grandfather, was a judge presiding during the S! alem witch trials ("Biographical Note" VII). Hawthorne did not condone their acts and actually spent a great deal of his life renouncing the Puritans in general (VII). Similarly, The Scarlet Letter was a literal "soapbox" for Hawthorne to convey to the world that the majority of Puritans were strict and unfeeling. For example, before Hester emerges from the prison she is being scorned by a group of women who feel that she deserves a larger punishment than she actually receives. Instead of only being made to stand on the scaffold and wear the scarlet letter on her chest, they suggest that she have it branded on her forehead or even be put to death (Hawthorne 51). Perhaps the most important influence on the story is the author's interest in the "dark side" ("Introduction" VIII). Unlike the transcendentalists of the era, Hawthorne "confronted reality, rather than evading it" (VII). Likewise, The Scarlet Letter deals with adultery, a subject that caused much scandal when it w! as first published (XV). The book revolves around sin and punishment, a far outcry from writers of the time, such as Emerson and Thoreau, who dwelt on optimistic themes (VII). This background, together with a believable plot, convincing characterization, and important literary devices enables Nathaniel Hawthorne in The Scarlet Letter to the develop the theme of the heart as a prison. The scaffold scenes are the most substantial situations in the story because they unify The Scarlet Letter in two influential ways.

Coursework On Hard Times :: English Literature

Coursework On Hard Times Title: How does Dickens present the education system in Hard Times? How does this reflect life in Coketown? Hard Times reveals Dickens' increased interest in class issues and social observations. Dickens was extremely concerned with the miserable lives of the poor and working classes in the England of his day, and Hard Times is one of several of his novels that address these social problems directly. On hearing the name, Hard times, an imagination of people going through a difficult and hard way of life is revealed. This novel also reminds us of the hard times in the Victorian Times when children did not go to school; when education was varied according to social class- factory like schools for the poor and private tutors for the rich. Those that were able to have the so-called education suffered in the process. They were forced to learn a lot by heart because everything was formal and mechanical. They were put through a factory-like process, hoping to produce children that were possessed of nothing but facts. Not even a sense of fancy and imagination. They were educated to get the basics of life because they were going to be pushed into the outside world at a very young age of 12 and above or even below. At the end of the day, the education was worthless because most of the children died in the workhouse. Dickens used Hard Times to criticise the society for failing so many of its children. Dickens argues against a mode of factory style, grad-grinding production that exterminates the fun out of life. He believes that education should not be a thing of going through volumes of head-breaking questions and being put through an immense variety of paces. Hard Times not only suggests that fancy is as important as fact, but it continually calls into question the difference between fact and fancy. Dickens suggests that what constitutes so-called fact is a matter of perspective or opinion. The lack of education for children and factory like process of education has resulted to 'vast piles of building full of windows where there was a rattling and a trembling all day long' in Coketown. Coketown is portrayed in Hard Times as an industrial town with polluted atmosphere and place where people have the same lifestyle. Metaphorically, Coketown means carbon town. In science the word coke is another name for carbon. Dickens has described it as 'a town of machinery and tall chimney, out of which interminable serpents of smoke trailed themselves for ever and ever, and never got uncoiled.' In the above quote, the word 'smoke' is the carbon produced from the

Expository Essay on Early Childhood Education Essay

This essay is on Early Childhood Education. Early Childhood Education is a very important program for children. Without a substantial preschool program children are set up to fail. For those of you who are looking for a way to give your child or children a competitive edge Early Childhood Education is the way to go. Children that go through an Early Childhood Education program will not have to worry about the effects the program has on their future collegiate experience. The lack of preschool experience can lead to â€Å"poor school adjustment outcomes such as school failure, unemployment, and poverty†. â€Å"Studies of a wide variety of programs such as Head Start, Even Start, Flow Through, Learning to Learn and other model programs have shown that one or two years of preschool can improve children’s school readiness, early scholastic achievement, and school competence such as lower grade retention and special education placement. † †Research supports the effects of preschool programs on long term outcomes such as reduced school dropout rates† (Berrueta – Clement, Schweinhart, Barnett, Epstein, & Weikart, 1984; Reynolds 1994; Schweinhart, Barnes, & Weikart 1993) . With such research and evidence I strongly believe Early Childhood Education is the most important way a parent or guardian can kick start a child’s education. Not only does Early Childhood Education affect academics it also affects the economy. â€Å"The conventional view of economic development typically includes company headquarters, office towers, entertainment centers, and professional sports stadiums and arenas. (Art Rolnick Senior Vice President and Director of Research; Rob Grunewald, Regional Economic Analyst Federal Reserve Bank of Minneapolis, 2003)† In laymen’s terms this means that we typically see economic development as anything ranging from company headquarters to professional sports stadiums and arenas. â€Å"Any proposed economic development list should have early childhood development at the top. The return on investment from early childhood development is extraordinary. It results in better working public schools, more educated workers and less crime. † â€Å"High quality early childhood education is essential to a child’s preparation for school. What is more, quality early education is inextricably tied to the workforce—the training, preparation and working conditions of those who provide care. Public policy decisions that prioritize resource availability for developing, implementing and monitoring a high quality early childhood care and education system are almost invariably affected by budgetary and regulatory constraints. † In other words the budget and regulatory constraints decide the priority of early childhood care and education. In my opinion this is how early childhood education affects the economy. Not only does early childhood education have impact on academics and the economy it also has impact on children’s socialization. â€Å"Preschool experiences are designed to provide cognitive and social enrichment during early childhood development. † â€Å"As the pressures on preschools to prepare children for school mount, there is growing recognition that this involves both exposure to pre-academic Social-Emotional Effects of Tulsa Pre-K 2105 learning and support for the range of capacities that enable children to engage in learning, attend to instruction, interact effectively with teachers and peers, and manage themselves with growing independence in the classroom (Raver & Knitzer, 2002). † So this is how I believe early childhood education has an impact on children’s socialization. Going through all of the research on this subject reinforced to me how important early childhood education really is. Early Childhood Education is a very important program for children. Without a substantial preschool program children are set up to fail. Just to refresh your memory the main points in this essay were that early childhood education affects academics, the economy, and children’s socialization. References Fred C. Lunenburg. Center for Research and Doctoral Studies in Educational Leadership Sam Houston State University Gormley Jr. , W. T. , Phillips, D. A. , Newmark, K. , Welti, K. , & Adelstein, S. (2011). Social-Emotional Effects of Early Childhood Education Programs in Tulsa. Child Development, 82(6), 2095-2109. doi:10. 1111/j. 1467-8624. 2011. 01648. x Art Rolnick Senior Vice President and Director of Research Rob Grunewald Regional Economic Analyst Federal Reserve Bank of Minneapolis (Raver & Knitzer, 2002). † (Berrueta – Clement, Schweinhart, Barnett, Epstein, & Weikart, 1984; Reynolds 1994; Schweinhart, Barnes, & Weikart 1993).