Global Candy and Chocolate Manufacturing Industry Essay - 1

Global Candy and Chocolate Manufacturing Industry - Essay Example Also, the established confectionery manufacturers address the health noted health concerns through the production of new products. Most notable include low caloric confectionery, candy and specialty production of chocolate. According to the prevailing circumstances, the industry estimates an annual growth of 0.5% to $127.6 billion until the end of 2015. 1It also entails an estimated increase of approximately 2.0% in 2015 because of the stable chocolate and cocoa prices. The future of Global Candy and Chocolate Manufacturing Company is poignant. It is anticipated the growth of the mature markets in Japan, United States, Australia and Europe shall remain slow through 2020. During the period, machinists will strive to shall promote product innovation to stimulate demand. On the contrary, newly industrialized nations such as Latin America, South East Asia, and Russia anticipate an increase in demand for the sugar and chocolate confectionery. Furthermore, the global market prices shall increase thus increasing the industry’s overall in this income. In this regard, the industry anticipates an annualized growth of 2.2% to $142.4 billion in the subsequent years until 2020.2 The firm operates in the mature stage of the life cycle. Its industry value added (IVA) is projected to lag behind the global GDP growth in the next ten years through to 2020. IVA quantifies a company’s contribution to the global economy. Thus, it designates maturity of the industry. In the same measure, IBIS World anticipates the business’s IVA shall rise to an annual level of 2.4% for the 10-year period. The growth is comparable to projected annual average growth of 3.5% for world GDP over the period. Even though the firm projects an increase in demand for candy and chocolate in developing countries, the declining demand for the product in mature markets shall hinder the overall expansion of the industry. The Global Candy and Chocolate Manufacturing

Post Positivism History And Philosophy Psychology Essay

Post Positivism History And Philosophy Psychology Essay According to Cheek (2008, pp. 762-766) research design refers to the combination of three important and interrelated considerations requiring focused attention when formulating and conducting research; the theoretical foundations guiding research, data collection and analysis methods, as well as ethical concerns. Theoretical frameworks essentially provide a lens through which to examine and conduct research. Inherent to each framework are specific philosophical perspectives which inform and reflect the researchers ontological and epistemological views. The choice of theoretical framework will subsequently impact and guide decisions about research methods, which will then influence ethical considerations. Denzin and Lincoln (1994, as cited in Finlay Ballinger, 2006, pp. 16-17) identify four research paradigms underpinning the theoretical framework of a research project; positivist and post-positivist, constructivist-interpretive, critical, and feminist-post structural. While post-pos itivism is closely associated with the quantitative approach, interpretivism is embedded within the qualitative approach. Quantitative and Qualitative Baumgartner and Hensley (2006, p. 17) describe quantitative research as à ¢Ã¢â€š ¬Ã‚ ¦involving the collection of numerical data in order to describe phenomena, investigate relationships between variables, and explore cause-and-effect relationships of phenomena of interest. Quantitative data can be obtained from an extensive array of sources including experiments, randomised controlled trials, and structured observation. While quantitative data can be analysed using such methods as correlation, factor analysis, and psychometrics. At the most fundamental level, the quantitative research process is guided by application of the scientific method. This involves a set of structured steps through which the researcher moves in a logical and systematic manner to obtain knowledge, answer a question, or solve a problem (Baumgartner Hensley, pp. 9-11). While Haig (2010, p. 1326) identifies four dominant theories within the scientific method including the inductive and hypothetico-deductive me thods, Baumgartner and Hensley (2006, pp. 9-11) identify five basic steps inherent to this process: (1) Identifying the question; (2) Formulating a hypothesis; (3) Developing a research plan; (4) Collecting and analysing data; (5) Interpreting results and forming conclusions. Experimental research is characteristic of quantitative research. Accounting for independent variables, while identifying and classifying all other extraneous variables, the experimental researcher works to manipulate dependent variables with the aim of establishing direct (value-neutral, cause-and-effect) relationships between phenomena (Baumgartner Hensley, 2006, pp. 159-162). Garwood (2006, p. 251) identifies advantages of the quantitative method as including, its ability to measure change over time; the generalizability of research findings; and the variability of statistical analysis which numerical data allows. However qualitative researchers have criticised the quantitative method in its traditional positivist philosophy for its inability to analyse the social constructs influencing relationships and phenomena under investigation (Garwood, p. 251). According to Sumner (2006, p. 249) qualitative research à ¢Ã¢â€š ¬Ã‚ ¦is concerned to explore the subjective meaning through which people interpret the world, the different ways in which reality is constructedà ¢Ã¢â€š ¬Ã‚ ¦in particular contexts. Qualitative data can be obtained through various methods such as interviews, action research, surveys, and observation. While qualitative data can be analysed through a myriad of methods including discourse analysis, hermeneutical analysis, and content analysis. Despite this diversity of approach, Finlay and Ballinger (2006, pp. 6-8) identify five commonalities which all qualitative researchers acknowledge and value (p. 6). These include: the impact of researcher subjectivity on knowledge production; the importance of the researcher-researched relationship; a commitment to hypothesis-generation through exploration and induction as opposed to hypothesis-testing; the influence of social constructs upon subjective experience, beliefs, and int erpretations; as well as the ambiguous, multiple, and fragmented nature of reality which is constantly shifting and open to re-signification (Finlay Ballinger, p. 6). According to Munhall (2007, p. 6), the value of qualitative research lies in its ability to provide insight and meaning into the situated context of individual experience. Acknowledging the contextual and dynamic nature of reality, qualitative research also allows for in-depth analysis of complex phenomena. As outlined by Sumner (2006, p. 249), criticisms of the qualitative approach commonly refer to a supposed lack of rigour and generalizability. These comments, however, appear more to reflect the different philosophical and theoretical aims of the qualitative and quantitative approach. For example, while quantitative researchers attempt to examine phenomena objectively, qualitative researchers employ reflexivity; identifying and explicitly stating their subjective values and bias (Baumgartner Hensley, 2006, p. 206). Further, while quantitative research is structured and rigorous in approach, establishing hypothesis and conducting experiments to test these, qualitative research is emergent; hypothesis are generated as the research process progresses with the development of new and unexpected patterns shifting the research focus (Baumgartner Hensley, pp. 202-203). Of importance, and as explicated by Sumner (2006, p. 249), qualitative research à ¢Ã¢â€š ¬Ã‚ ¦is often based upon interpretivism, constructivism, and inductivism. Thus, while quantitative research is primarily deductive, attempting to control, explain, and predict phenomena external of influence; qualitative research attempts to understand, explore, and describe phenomena from within the social and cultu ral constructions of the lived experience. Post-Positivism History and Philosophy Classical positivism emerged from the works of August Comte (1789-1875). Comte believed that empirical verification (observation and measurement) was the foundation of all scientific development (Polifroni Welch, 1999, p. 8). During the 19th Century classical positivism was reconceptualised through the work of philosophers from the Vienna circle into what became known as logical positivism. As Polifroni and Welch (1999, p. 8) explain, logical positivists aimed to eliminate all metaphysical considerations from within the scientific process. The possibility of theory was rejected, with claims to knowledge justified through observation of phenomena, which logical positivists believed could be examined external to its context (Munhall, 2007, p. 127). By obtaining theory-neutral facts, logical positivists maintained it was possible to obtain objective truth and develop Universal Laws to describe and predict phenomena. The 20th Century philosopher and critical realist Karl Popper (1902-1994) challenged the assumptions of logical positivists, arguing all attempts at objectivity were inherently subjective. For Popper all knowledge is provisional, conjectural, hypothetical (Thornton, 2013 (Spring Edition) para. 19). Thus, as Thornton (2013 (Spring Edition) para. 19) explicates, scientific theories cannot be empirically verified, only momentarily confirmed or empirically falsified. Furthermore, Popper believed metaphysical questions should be returned to scientific enquiry to enable deeper analysis of phenomena (Polifroni Welch, 1999, p. 67). By acknowledging the fundamental relativity and fallibility of knowledge claims and enabling the exploration of ontological concerns, Popper believed science could advance through the constant redevelopment of theories as informed by previous falsifications (what he termed verisimilitude) to gradually arrive at a position closer to the truth (Thornton, 2013 (Spri ng Edition) para. 20-30). Poppers philosophical observations represent the foundations of post-positivism. Interpretivism History and Philosophy Interpretivism has a long, rich, and complex history which is compressed and rather succinctly explained by Scwandt (1994, as cited in Willis, 2007, p. 100) as having foundations in the German intellectual tradition of hermeneutics and the verstehen tradition of sociology, the phenomenology of Alfred Shutz, and critiques of scientism and positivism in the social sciences [including] the writings of ordinary language philosophers critical of logical empiricism. Interpretivsits believe what constitutes reality is socially constructed and that therefore, understanding the context in which research occurs is critical to the interpretation of data gathered (Willis, p. 98). Unlike post-positivist research, interpretivist research does not seek to gain knowledge through explanation but rather through understanding (Willis, p. 98). As Willis (2007, p. 100) states, this fundamental distinction was first made by William Dilthey (1813-1911) who proposed that although explanation (erklaren) and the establishment of Universal laws may be an appropriate aim for the natural sciences; it is incompatible for research in the cultural (human) sciences. Instead, Dilthey believed the human sciences should focus upon gaining meaning through understanding (verstehen). An aim achieved by examination of the lived experience. Diltheys conceptualisation of interpretivism reflect his origins in hermeneutics; a tradition which Baumgartner and Hensley (2006, p. 203) describe as fundamental to qualitative research. Hermeneutics, given foundations by Friedrich Schleiermacher (1768-1834) (Munhall, 2007, p. 111), refers to a theory and method of interpretation; of discovering hidden meaning by understanding the context in which meaningful human action occurs (Baumgartner Hensley, 2006, p. 203). According to Willis (2007, p. 104) philosophical hermeneutics is grounded in interpretivist epistemology; rejecting foundationalism in favour of a subjective, contextual understanding. This grounding was heavily influenced by the work of Martin Heidegger (1889-1976), through whose efforts the entire foundation of philosophy shifted from an epistemological to an ontological focus. Challenged by the work of Edmund Husserl, Heidegger developed a hermeneutical interpretation of phenomenology (Finlay Ballinger, 2006, pp. 186-187) aimed at understanding the experience of being-in-the-world or Dasein (Wheeler, 2013 (Spring Edition)). Enabling analysis and interpretation of experience or phenomena, through which themes and meaning emerge, is the hermeneutic circle. As explained by Willis (2007, p. 106), during this process the researcher constantly shifts between the parts and the whole; continually revising and further developing interpretations by moving from the research topic, to the research context, to the researchers own subjective understanding. Originally developed by Dilthey (Polifroni Welch, 1999, p. 242), the circle was reconceptualised by Heidegger to reflect and inform his ontological investigations, coming to represent the interplay between our self-understanding and our understanding of the world (Ramberg Gjesdal, 2009 (Summer Edition) para. 33). Appropriated by the existentialist Hans-Georg Gadamer in his search for à ¢Ã¢â€š ¬Ã‚ ¦an understanding of understanding (Polifroni Welch, 1999, p. 242) the circle remains in use today; representative of the origins of interpretivism. Post-Positivism and Interpretivism As the preceding sections have alluded, post-positivism is grounded in the ontology of critical realism. Post-positivists therefore maintain that although there exists an external reality independent of human consciousness, obtaining a truly objective view of this reality is not possible. Nonetheless, the post-positivist preserves objectivity as an ideal in the search for truth. Conversely, interpretivism is grounded in the ontology of relativism. Thus, interpretivists believe not only that access to an objective reality is impossible as all knowledge is contextually relative, but that there exists no universal truths (Smith, 2008, p. 275). These foundational beliefs are reflected within the data collection and analysis processes. Creswell (2003, as cited in Baumgartner Hendley, 2007, p. 201) identifies four types of qualitative data collection methods: documents, observation, audio-visual, and interviews. According to Rebar and Macnee (2011, p. 151) at the most foundational level, data collected in qualitative studies should function to enable the researcher to à ¢Ã¢â€š ¬Ã‚ ¦construct a description of the meaning of the variables under study. This is in comparison to quantitative data collection methods which à ¢Ã¢â€š ¬Ã‚ ¦aim to measure the variables of interest clearly, specifically, and accurately(Rebar Macnee, p. 155). Reflecting the aim of statistical analysis of numerical data, quantitative data collection methods may include chemical laboratory tests, systematic observations, physiologic measurement or highly structured questionnaires (Rebar Macnee, p. 155). In relation to data analysis, Rebar and Macnee (2011, p. 69) assert that while organising and assessing data to find meaning remains the same for both the qualitative and quantitative approach, methods to achieve this aim differ considerably. For example, within the qualitative research approach the aim is to describe and explain; to gain insight into a specific experience or phenomena, understood as contextual and relative (Rebar Macnee, p. 69). While in contrast, results obtained from quantitative data analysis (which may also describe and explain) primarily aim to infer and predict; to be generalizable beyond the specific research setting (Rebar Macnee, pp. 66-67). As Baumgartner and Hensley (2006, pp. 323-341) state, central to attaining inference from quantitative data is the presence of objectivity, reliability, and validity during data collection. Conversely, avoiding error and establishing rigor within qualitative data collection and analysis requires the researcher to constantly review data to ensure its trustworthiness, confirmability, transferability, and credibility (Rebar Macnee, 2011, p. 151). Therefore, while the quantitative researcher employs formulae and statistical methods to organise data and extract meaning; the qualitative researcher derives meaning via methods of induction and interpretation. As explained by Julian (2008) the intellectual process (para. 1) of content analysis, within which the qualitative researcher categories and codes data identifying dominant themes which are subsequently explored and described, represents one of these methods. With the aim of comparing and contrasting the post-positivist and interpretivist research paradigms, this essay began by delineating the fundamental distinctions between the quantitative and qualitative research method. Following this, the history and philosophy of both post-positivism and interpretivism were outlined, with significant figures impacting upon each paradigm identified. Finally, methodological differences between the post-positivists and interpretivist research paradigms were compared and contrasted, with differences within data collection and analysis methods of each framework outlined. In summary, while post-positivism emerged from the work of Karl Popper, is associated with the quantitative research method, and adopts a critical realist philosophy; interpretivism emerged from the work of William Dilthey and Martin Heidegger, is associated with the qualitative research method, and adopts a relativist philosophy. Depending on research aims, post-positivism and interpre tivism offer two unique and characteristic frameworks which function to guide and inform the research process.

Past and Present Views on Gossip Essay -- Exploratory Essays Research

Past and Present Views on Gossip Culture is constantly changing: the prevailing beliefs and trends of one period can vary substantially from those of another. A significant consequence of this cultural flux is gradual evolution in the meanings of some words. Since language is naturally tied to culture, it is not surprising that these changes occur. Words have meaning only in the context of the current social climate; therefore their definitions change synchronously with cultural progression. The meaning of the word gossip, for example, changed several times over, from its original definition of kindred relation to its present definition of empty talk. How did this progression take shape? As society adopted new trends and beliefs, the meaning of the word gossip changed from having religious connotations to having more social connotations. The original meaning of the word gossip had strong religious undertones, implying that society and culture then were very religious-minded. Stemming from the Middle English roots "god" and "sib", the word gossip referred to a person who sponsored a baptism and shared a spiritual rapport with another. During this time period, Christianity was a newly emerging religion, and one of its most sacred rituals was baptism. It was also becoming an increasingly important part of society and culture. Undermining baptism, therefore, would have been an insult to the religion, but associating it with spirituality would have been an avowal of Christianity, a recognition of this new force in people's lives. Sponsorship of a baptism and spiritual affinity were connected primarily because religion was such a predominant force at the time. However, the word gossip progressively lost its religious connot... ... "talking about other people, even in a negative way, is not just socially useful but indispensable" (Cohen B7). Cohen's point emphasizes that the driving force behind this etymological evolution is often change in the social environment, particularly in the attitudes of the people using a certain word. Gossip in its original sense was probably used in ecclesiastical circles. As ordinary people started using the term more frequently, the word gossip started to lose its religious undercurrents and slowly gained social connotations. Used by women, the term's definition evolved to reflect an activity shared by many of them. Today, the word's derogatory sense may reflect increased cynicism among people. As Cohen points out, though, the meaning of the word gossip is likely to change, and this change hints at possible trends - and kinds of people - society will face next.

Nursery school Essay

The range of provision which is available for parents to access for their children are: Pre- schools Day nurseries Children and family centres These are to be found in the private, voluntary or independent sector. The purpose of the early year’s sector is to care for and educate children and the these settings provide for babies and children which are put into a day nursery for parents/careers to go back to work. Children are put into sessional settings for social and educational purposes or a combination of care and education purposes. ‘Families requirements for their children vary some parents want care for their children so that they can return to work, some parents want to stay with their children while they socialise, some parents want their children in setting which offer services aimed at learning, some parents want their children to be in a home based environment and some families cannot afford to pay fees for provision.’ (http://www.silkysteps.com/forum/showthread.php?t=13241&highlight=scope) Because of this the early year’s sector provide many types of provisions to meet the needs of families. Other provisions include: Nurseries Childminders Pre-schools Crà ¨ches Parent and toddler groups Children centres EYMP 4 Task 3 The effective provision of pre-school education (EPPE) project is the first major European longitudinal study of a national sample of young children’s  development (intellectual and social/behavioural) between the ages of three and seven years. To investigate the effects of pre-school education for three- and four-year-olds, the EPPE team collected a wide range of information on more than 3000 children, their parents, their home environments and the pre-school settings they attended. (http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/evidence/a0068162/effective-provision-of-pre-school-education-eppe) It has impacted on childcare provision as the research the EPPE team did showed that pre-school education helps the development of children socially, intellectually and behaviourally which would encourage more parents to put their child into pre-school provisions. The ‘Learning Report 2009’ Task 4 The potential effects of discrimination include isolation, possible exclusion, demoralisation, and where self-esteem, confidence and resilience can be potentially damaged . Types of discrimination are: Gender Age Disability Sexuality Race Culture Religion Poverty Education Personal features Not having English as first language Discrimination against any child no matter what their needs can make them feel isolated and different to other children. Very often children with special needs have a pretty difficult time trying to fit in with other  children especially if they are in a mainstream school. ‘All children can be very unintentionally cruel to one another and should be helped to understand that everyone is different and how this is good.’. (http://www.silkysteps.com/forum/showthread.php?t=5454) An example: In the setting I work all the staff and me promote inclusion and we treat everyone the same. In my placement the setting promote equal opportunity and every staff member respect all the children and their families. They help children with language needs where English is not their first language which helps to ensure they can settle and adapt to the setting. Example (reading and singing in their language, books and talking with parents to find words we can use) Task 5.

Poem Comparison Essay

The three poems are written by Wilfred Owen are based on war, and reveal the horrors of war. They are sad, and he uses these poems to express his bad feelings and hatred for war. Despite their similarities, they differ in certain ways as well. For example, Anthem for Doomed Youth is about how nobody is concerned for the dead soldiers and their efforts, Arms and The Boy is about how war transforms people into bloodthirsty monsters, and Futility is about a dead soldier lying in the fields of France. Structurally, Futility and Anthem for Doomed Youth are similar because they are both sonnets. However, they once again differ in that Futility is a more irregular sonnet, written in two verses of seven and seven with a rhyme scheme of ABABCCC DEDEFFF. It is irregular because it has no iambic pentameter, and overall the meter is very inconsistent. It uses half rhymes such as â€Å"once† and â€Å"France†, or â€Å"star† and â€Å"stir†. Anthem for Doomed Youth is more conventional with verses of eight and six, with a rhyme scheme of ABABCDCD EFFEGG. It has iambic Pentameter. Arms and the Boy have three verses of four lines with a half rhyme scheme of AABB CCDD EEFF. It has an iambic rhythm.  Arms and the Boy have a contradictory title because boys and war should not normally go together. Arms and the Boy use a register of terms to make the boy sound horrible, like a monster. It uses words and phrase such as â€Å"Hunger of Blood†, â€Å"Madman’s Flash†, and â€Å"Famishing for Flesh†. These three terms show the monstrosity of the soldiers, and criticises their thirst for killing. He shows us his feelings of hatred and despair towards them. There is also a register of predatory weapons, such as â€Å"teeth, claws, talons, antlers†. This portrays him as an animal in two ways, one is for his savageness in being so determined to kill, but also in that, animals use their bare limbs for killing, and so does he (arms to operate guns and to use bayonets). Anthem for Doomed Youth also has a contradictory title because there is no anthem for the doomed youth, as shown by â€Å"What passing bells for those who die as cattle?† which shows they died without dignity, let alone a funeral or anthem. It describes what should be their funeral, but is not. It shows what they are not getting, but really should be  getting. The second stanza shows an ending for them by using word like goodbyes and â€Å"drawing down of blinds†. The second line is very clever because it reflects Shakespeare’s saying of â€Å"life’s a theatre, and all men and women merely players†. A show ends with drawing down of curtains or blinds, and their lives metaphorically end like that. Futility is about a soldier who is dying in the sun. We are told he is a farmer because of the line â€Å"At home, whispering of fields unsown†. It portrays the sun as a mother, because of the caring words used to describe it such as gently. It portrays the sun as a kind figure that woke up the soldier on a regular basis. On this occasion, it cannot. The sunbeams â€Å"toil† to keep him awake but that still does not work. This is because nature (the sun) cannot interfere with manmade affairs (war). There is snow present, which is a figure of death because it is cold and harsh, opposite of the warm and gentle sun. He is appalled how our limbs â€Å"so dear achieved† can be used as tools as destruction.