J & J Automotive Sales Essay Example for Free

J J Automotive Sales Essay Replicate business and referrals from pleased clients are fundamental to success in selling. The longer you work in sales as a professional person committed to treating your customers right, the higher and higher will be the proportion of your business emanating from repeat business and customer referrals. By contrast, think about the stereotype of the person we would generally consider the antithesis of professionalism in selling, the used-car salesperson. Of course, there may be some used-car salespersons out there that are professional businesspeople, but by and large their reputation is not exemplary. The reason? We believe it has a lot top do with the fact that the person selling in the used-car lot sees the prospect as an opportunity for a one-time transaction. Seldom will a customer return to that same used-car lot for a repeat purchase, and the used-car dealer virtually never has service facilities for developing an ongoing relationship after the sale. Used-car buyers rarely refer friends and colleagues to the dealer they bought from. When they do, it’s because of the availability of a particular vehicle rather than the dealership per se. Compare that with successful new-car dealership, especially those at the high end, who want you as a long-term customer that will refer friends and colleagues to the store and its salespeople. If you’ve ever dealt with a dealership like that, you’ve enjoyed a personal relationship with your salesperson and the service department reps, which is well worth paying for. You’d certainly agree that your salesperson does not fit the stereotype of a used-car salesperson. It’s just one illustration of a business which appreciates the fact that its survival is contingent upon repeat business and customer referrals. Joe luckily has good dealing relationships with his customers which is a good start in countering this stereotype. Not only must he be aware of the features associated with a variety of models, he must also be familiar with mileage, modifications, rebuilds, and the quirks of each car on the lot. As such, he could work against the stereotype as a slick con artist looking to make a quick buck. Part of this, may be due to the larger commissions used car salespeople like Joe make on each sale, thus encouraging them to complete as many sales possible. While stereotypes abound regarding used car dealerships, it is unfair to cast a negative light on the entire used car industry. The bonded dealers behave like other principals; some are up front and cooperative; others disappear or simply refuse to cooperate. Now while you consider you have seen and heard it all, a new claim presents novel and astonishing facts. For example, you are looking for a second-hand care and Joe activates your stereotype of ‘used-car dealer’. However, the car looks quite good buy. Is he lying to you or is he offering a good deal? If additional information seems to fit your initial judgment then you have category confirmation. You are confirmed, in your view of the salesman and leave it at that. If, however, the category is not confirmed, then you engage in re-categorization, and attempt to find a category that is a better fit – maybe the Joe is re-categorized as ‘helpful assistant,’ who sold cars honestly. Since Joe has this characteristics of passion in cars and the sincere concern to his customers, having this kind of stereotype would not hinder him from obtaining good customers, because he will, of course, gain their trust and as such, would gain good relationship with them. As a customer on the other hand, having Joe as a salesperson of used cars, I would definitely come back to him and get another good deal in buying his cars. The stereotype wouldn’t definitely affect my relationship with Joe as his customer and surely would come back for another deal. AutoNation created a huge business by exploiting the public’s perception of used-car dealers. Middle-volume dealerships with less expensive cars try to increase sales volume by getting uncertain customers the larger dealers ignore. They track sales workers to make sure they follow a prescribed script with customers. Smaller suburban dealerships also concentrate on uncertain customers but some also give special services like loaner cars and pick-up and delivery service in hopes of repeat and referral business. Reference: Kimball, Bob, and Jerold Hall. Selling in the New World of Business. Binghamton, New York: Haworth Press, 2004.

Analysis of Response Surface Methodology (RSM)

Analysis of Response Surface Methodology (RSM) 1.3 DESIGN OF EXPERIMENTS 34, 35 Trans-Pacific Partnership economic framework agreement has clearly defined that many studies must be conducted to develop a formulation. Design of experiments (DOE) has proven to be an effective tool for formulation scientists throughout the many stages of the formulation process. At every step of formulation development, DOE can aid in making intelligent decisions. These steps include excipient compatibility studies, process feasibility studies, formulation optimization, process optimization, scale-up and manufacturing process characterization. Lastly, the product and manufacturing process must be validated before it is on the market. The word optimize is defined as, making as perfect, effective or functional as possible. Optimization may be interpreted as to find out the value of controllable independent variable, that gives the most desired value of dependent variables. The application of formulation optimization techniques is relatively new to the practice of pharmacy when used intelligently, with the common sense, these â€Å"statistical† methods will broaden the perspective of the formulation process. At the Preformulation stage, before any experiment is conducted certain problem arises, it is often not known before hand which variable will significantly influence the response. Screening designs and ANOVA helps to solve this problem. A second serious complication may arise with new excipients and new process factor, for which qualitative or quantitative effects are not known and are unpredictable. The following questions must be answered before choosing any design of experiment. The third complication is that formulated products, in particular dosage form has to confirm to several requirements, very often competing. The formulator has to trade off objectives and choose a compromise. A fourth problem is the lack of insight` to perform an adequate optimization studies. Above all in the performance of an optimization study, the formulation development scientist can also be a factor as personal variation. 1.3.1 Terms used in Design of experiments Variables These are the measurements, values, which are characteristics of the data. There are two types of variables; dependent variables and independent variables. Independent variables(X) are set in advance, which are not influenced by any other values e.g., Lubricants concentration, drug to polymer ratio, etc. Dependent variables(Y) are the outcome variables, influenced by the independent variables e.g., hardness, dissolution rate, etc. Factor Factor is an assigned variable such as concentration, temperature, lubricant agent, drug to polymer ratio, polymer to polymer ratio or polymer grade. A factor can be qualitative or quantitative. A quantitative factor has a numerical value to it for example, concentration (1%, 2%†¦ so on), drug to polymer ratio (1:1, 1:2†¦etc). Qualitative factors are the factors, which are not numerical value, for example, the polymer grade, humidity condition, type of equipment, etc. these are discrete in nature. Levels The levels of a factor are the values or designation assigned to the factor. For e.g. in concentration (factor) 1 % will be one level, while 2% will be another level. Two different plasticizers are levels for grade factor. Usually levels are indicated as low, middle or high level. Normally for ease of calculation the numeric and discrete levels are converted to –1 (low level) and +1 (high level).The general formula for this conversion is Where ‘X’ is the numeric value Response Response is mostly interpreted as the outcome of an experiment. It is the effect, which we are going to evaluate i.e. Disintegration time, duration of buoyancy, etc. Effect The effect of a factor is the change in response caused by varying the levels of the factor. This describes the relationship between various factors and levels. Interaction Interaction is also similar to effect, which gives the overall effect of two or more variables (factors) on a response. For example, the combined effect of lubricants (factor) and glidants (factor) on hardness (response) of a tablet. In the trial and error method, a lot of formulations have to be prepared to get a conclusion, which involves lots of money, time and energy. These can be minimized by the use of optimization technique. 1.3.2 Optimization Process Generally optimization process involves the following steps. Based on the previous knowledge or experience or from literature, the independent variables are determined and set in the beginning. Selection of a suitable model, based on the results of the factor, screening is done. The experiments are designed and conducted. The responses are analyzed by ANOVA, test on lack of fit, to get an empirical mathematical model for each individual response. The responses are screened, by using multiple criteria to get the values of independent variables. Experimental Design Experimental design is a statistical design that prescribes or advises a set of combination of variables. The number and layout of these design points within the experimental region, depends on the number of effects that must be estimated. Depending on the number of factors, their levels, possible interactions and order of the model, various experimental designs are chosen. Each experiment can be represented as a point within the experimental domain, the point being defined by its co-ordinate (the value given to the variables) in the space. 1.3.3 Response Surface Methodology Response surface methodology (RSM) is an experimental strategy that was developed in the 1950’s36. RSM is comprised of a group of mathematical and statistical techniques that are based on fitting experimental data generated from studies established using an experimental design, to empirical models and that are subsequently used to define a relationship between the responses observed and the independent input variables37, 38. RSM is able to define the effect of independent variables alone and in combination with the manufacturing processes under investigation. A typical RSM study begins initially with the definition of a problem to be investigated and involves establishing which variables and associated responses are to be studied, monitored, and measured and how these will be measured. A summary of the subsequent RSM approach includes36 Performance of the relevant DOE. Estimation of the coefficient in the relevant response surface equation. Checking of the adequacy of the equation to describe the fit. Studying the response surface to identify and evaluate the region(s) of interest. The term RSM originates from the graphical perspective generated after fitness of the mathematical model has been established 37, 38 with a graphical representation of the data presented primarily as a three-dimensional (3D) image and/or as contour plots39. The relationship between a response and an input variable can be described by Equation 1.1 y= f(x1, x2, x3†¦xn) +ÃŽ µ Where, y = relevant response f = unknown function of a response x1, x2,..xn = independent variables n= number of independent variables ÃŽ µ = statistical error that represents other sources of variability not accounted for by f Contour plot can be described as: i. Mound-shaped that has elliptical contours with a stationary point at the position of a maximum response. ii. Saddle-shaped that has a hyperbolic system of contours with a stationary point that is neither a maximum nor minimum point. iii. Constant (stationary) ridge response surface in which the contours are presented as concentric elongated ellipses with a stationary point in the region of the design region. iv. A rising (or falling) ridge response surface with a stationary point that is outside the design region 39. The stationary point is a combination of design variables where the surface presents as either a maximum and/or a minimum in all directions. If the stationary point is a maximum in one direction and minimum in another direction, the stationary point is termed a saddle point. When the surface is curved in one direction but is fairly constant and this is considered a ridge response 40. By plotting a response, y, against one or two input variables a surface, known as the response surface can be generated in two or three dimensions. In general the form of the function, f, is unknown and may be very complicated depending on the effect of the input variables on the response. Therefore RSM aims at approximating f by use of a suitable, ordered polynomial equation in some region(s) of the values for the independent process variables41. The mathematical or polynomial equations that describe the relationship(s) between the independent and dependent variables may be first, second or third order, depending on how the output variables or responses react to changes in the input variables. If the response is a linear function of the independent variables, then the function can be written as a first order model (Equation 1.2). In this model the response variables that fit a linear model are generally variables that are significantly affected by a small change in the value of the input factors and that exhibit little or no interaction(s) between the input variable terms. y= ÃŽ ²0+ ÃŽ ²1x1+ ÃŽ ²2x2+†¦..+ ÃŽ µ Second order equations are used to generate linear and quadratic response equations that exhibit interactions between the input factors and can be represented by Equation 1.3. y= ÃŽ ²0+ ÃŽ ²1x1+ ÃŽ ²2x2+ ÃŽ ²12x12+†¦Ã¢â‚¬ ¦+ ÃŽ µ It has been reported that second order models are also applicable to input factors that exhibit extensive variability over an experimental domain and these relationships are best described using Equation 1.4 y= ÃŽ ²0+ ÃŽ ²1x1+ ÃŽ ²2x2+ ÃŽ ²12x12+ ÃŽ ²11x12+ ÃŽ ²22x22+†¦..+ ÃŽ µ Where y= response x1, x2,..xn = input factors ÃŽ ²0= constant that represents the intercept ÃŽ ²i= coefficient of first order term ÃŽ ²ii= coefficient of second order term ÃŽ ²ij= coefficient of second order interaction The values of the coefficients in the model are generated through multiple linear regression analysis of the data that has been collected. A coefficient with a positive value points to an agonistic effect of the input factor on the response, whereas coefficients with negative values indicate an antagonistic effect. 1.3.4 Choice of Response Surface Design Central Composite Design (CCD) A CCD was originally presented by Box and Wilson and is based on a factorial design with additional points to estimate the curvature of that design. CCD encompasses a full factorial or fractional factorial approach which can be represented, as shown in Figure 1.1, as the eight corners of a cube. There are the six points, known as the axial or star points, located in the centre of each face of the cube with a final point located in the middle of the cube that is known as the centre point 37. The axial points are experimental runs where all but one of the factors to be investigated is set at the intermediate level under consideration. The axial points are all equidistant from the centre point and are denoted using the symbol, alpha (ÃŽ ±). The factors under consideration are usually investigated at five different levels and are always represented by coded values viz., -ÃŽ ±, -1, 0, +1 and +ÃŽ ±. Figure 1.1Schematic diagram representing the levels studied in a Central Composite Design The distance of the axial points from the centre point is dependent on the number of factors investigated in the design and is established using Equation 1.5. ÃŽ ± =2k/4 Where, k= the factor number ÃŽ ± = axial point The number of experiments required for a CCD approach is calculated using Equation 1.6 N= k2+ 2k+ C0 Where, N= the experiment number k= the factor number C0= the replicate number of the central point The number of experiments required in an experimental study is important as it determines how much data will be generated, in addition to being an indicator of the amount of time that will be required to conduct the study. Types of central composite design Central composite design can be divided into three types. Table 1.2 Types of central composite design Box-Behnken Design (BBD) The BBD describes a class of second-order designs based on a three-level incomplete factorial approach which are also represented as coded values viz., -1, 0 and +1 42 . In this design approach, the treatment combinations are located at the midpoint(s) of the edge of the process space and at the centre, as represented in Figure 1.2. Figure 1.2 Schematic diagram representing the levels studied in a Box-Behnken Design The number of experiments for Box-Behnken Designs can be calculated using Equation 1.7. N= 2k (k-1) +C0 Where, N= the number of experiments k= the factor number C0= the replicate number of the central point For experiments in which there are three or less input variables the BBD design offers some advantage over the CCD approach, in that a fewer number of experimental runs are required. However this advantage does not exist when four or more parameters are to be investigated. A further advantage of BBD is that it does not include the need to evaluate situations in which all factors are simultaneously held at their highest and lowest levels. The use of a BBD therefore allows a formulation scientist to avoid undertaking experiments that are to performed under extreme conditions and that may produce substandard results due to the inclusion of data generated from these extreme high and low levels 37. Doehlert Design The Doehlert design is an experimental design approach in which different factors can be studied at different levels simultaneously43. This aspect of the Doehlert design is an important characteristic when using some input variables that may be subject to restrictions such as for example cost or experimental constraints (limited amounts of raw material or limited amount of time available) thereby making it a practical and economic alternative to other, second-order experimental design approaches37.This design describes a circular domain of two input variables, a spherical domain for three input variables and a hyper-spherical space for situations in which more than three input variables are to be investigated and which highlights the uniformity of the input variables to be studied in the experimental domain 37. The schematic design space of a Doehlert design for two variables is shown in Figure 1.3, and is represented by a central point and six points of a regular hexagon. An interesting feature of the Doehlert design is that new factors may be introduced during the course of a study without losing relevant and/or valuable information from the data already generated from the experimental runs that have already been completed. Figure 1.3 Schematic diagram representing the levels studied in a Doehlert Design The number of experiments required for a Doehlert design is determined using Equation 1.8 37 N= k2+ k+ C0 Where, N= the number of experiments k= the factor number C0= the replicate number of the central point 1.3.5 Mathematical Optimization Optimization is a mathematical method used to determine an optimum response and is defined as the most advantageous state of existence of the system under investigation44. Multiple linear regression equations generated from statistically designed experiments provide a description of the change of a response with a change in input factors and further, allows for the determination of input variables that will produce an optimized response. A difficulty that occurs in optimization procedures is the need to establish a compromise between the anticipated response variables. This challenge is often encountered in the process of optimization of tablets where the optimum tablet may be one that has superior strength and little or no friability, yet must also have a short disintegration time. Often an increase in tablet hardness results in an increase in the disintegration time of a tablet and therefore a compromise between these contradictory response variables is necessary to achieve an optimized formulation. 1.3.6 Advantages of RSM The primary advantage of RSM in relation to classical experimental methods and approaches of data evaluation in which only one variable is investigated at a time, is that a large amount of information can be generated from a relatively small number of experiments 38. RSM is therefore less time and cost consuming than the classical approach that requires a large number of experiments to be conducted to be able to explain the behavior of a system 38, 39. A further advantage, with the use of RSM is that it is possible to observe interaction effects of the independent input parameters on the response(s) being monitored 38. The model equation that is generated from the data is able to be used to explain the effect of combinations of independent input variables on the outcome of a process or product. 1.3.7 Disadvantages of RSM A primary disadvantage of RSM is that fitting data to a second order polynomial for systems that contain some curvature is often not well accommodated by the second order polynomials that are produced. If the system cannot be explained by a first or second order polynomial, it may be necessary to reduce the range of independent input variables under consideration as this may then increase the accuracy of the model being considered38. Another disadvantage is that although RSM has the potential to evaluate interaction effects of the independent input parameters, it is unable to be used to explain why an interaction(s) has occurred (210). A further disadvantage is that RSM is poor at predicting the potential outcomes for a system operated outside the range of study under consideration45 1.3.8 Software for Design of experiments Many commercial software packages are available which are either dedicated to experimental design alone or are of a more general statistical type. Software’s dedicated to experimental designs DESIGN EXPERT ECHIP MULTI-SIMPLEX NEMRODW Software for general statistical nature SAS MINITAB

Emotional Transitions to Adulthood Essay -- Papers

Emotional Transitions to Adulthood During the early part of adulthood major emotional transition takes place. At the beginning of the adulthood lifestage you begin to seprate from your parents and family and no longer rely upon your peers to support you in a pratical way- such as doing your washing and also in a emotional way, you begin to find that your parents aren't such a big fixture in your life. During our early adulthood we spend alot of our time finding a partner and once we do we become emotionally attached and begin to rely upon our spouse for support as we once did our parents. During our adulthood we make the transition to 3 new roles- worker, partner and parent and must adapt emotionally to fit these new roles. Becoming a parent is a major life event which usually happens in adulthood. As a parent you must learn to deal with a whole new type of emotions and love which you possibly haven't felt before. Becoming a parent creates a greater feeling of self- worth. As life expectancy is increasing it is normal to have one parent (usually mother) still living yet it is not uncommon to have to deal with the death of at least one parent which is emotionally unbalancing. Greif is, emotionally, one of the hardest life evnts to deal with. It can take people years to get over the death of a loved one and some people never recover and can't laearn to deal with the huge sense of emptiness and loneliness the death of a loved one can leave. Towards the end of adulthood you have to deal with the feelings that your children no longer need you, which can be particulary hard when the youngest child leaves home as for most of ... ...e out-lived their spouse retirement can be a very lonely time with few chances to communicate with other people, particulary if they are still in mourning which is quite common. If they suffer from a disability it will likely effect their social life. It can often leave a person house-bound which will greatly effect their enjoyment of later adulthood. In conclusion, a persons enjoyment of life during later adulthood greatly depends on a variety things which leaves me doubtless in thinking that will effect a persons social life. Some people find as they get older their social becomes non- existent and it can also appear that they are simplt waiting to die. However, for some people, under the right circumstances their social life has never looked as healthy and their best part of their life was during retirement.

How Artists Act as Gentrifiers :: Artists Gentrification TriBeca Essays

How Artists Act as Gentrifiers From TriBeCa to SoHo to Dumbo, artists tend to agglomerate in well-publicized art centers rich in loft space. However, the paradox of artistic agglomeration is that artists are eventually priced out of the region of agglomeration as their presence attracts bourgeois residents and capital-rich businesses that together bid up rents. Art centers thus possess a dynamism that other regions of agglomeration, like Silicon Valley or Route 128, do not share. While the dynamic quality of art centers is well-known, artists’ crucial role in gentrification is not. Often, artists are considered victims of gentrification since they are often the ones being priced out of a region by more affluent businessmen. However, artists play a crucial role in the gentrifying process as they help revitalize areas of past stagnation and crime. That artists are eventually priced out of the regions they helped to revive is not necessarily inefficient as they move on to improve the next low-rent industrial area leaving the old art center with increased land value and more businesses. To understand how artists act as gentrifiers and fit into capitalist plans to raise land value, we must first establish a working definition of gentrification as: â€Å"A process by which dilapidated subdivided dwellings or slum neighborhoods are taken over by the wealthy or their agents through purchase, the non-renewal of leases or occasionally, the harassment of tenants, and then converted to expensive single-family housing. Gentrification is a reversal of the normal filtering process, for it involves old substantial dwellings that usually filter down the social hierarchy but in this case are recolonised and filtered back up.† (Yardley 3-4) Since identifying artists’ role in the gentrification process is the subject of this paper and since the process relies on the establishment of an arts center, we must first ascertain artists’ reasons for agglomerating. Artists agglomerate for four primary reasons: to efficiently coordinate complex and ordinary inputs, to facilitate training, to aid in gatekeeper filtering, and to gain the public exposure necessary to effect sales (Caves 26). Artists living in art centers enjoy low-cost access to specialized auxiliary service providers, like low-cost, high-variety suppliers of the art’s raw material, whether it consist of frames, paints, musical instruments, etc. While this cost advantage might play a small role in agglomeration, an art center’s ability to employ critical writers and important industry publications, which are necessary to legitimize and popularize the artists, provides increasing returns to an art market’s scale.

Violence in the Media Essay -- Papers

Violence in the Media America has become the most violent nation in the industrialized world. The many violent images seen in movies and on television on a daily basis, though not the only cause, are a strong contributing factor. There are those that feel the point-of-view from which the audience views the violence varies directly with the way the scene affects them. A film's perspective determines the audience's reaction. In "slasher" films, for example, the point of view shifts between the attacker and the victim. So the audience feels the terror of the victim and the lust of the victimizer. If the viewer shares the experience with the victim they feel helplessness, fear, and also the rage that comes with being attacked. However, when the viewer is allowed to share the experience of the attacker the perspective is different, they get the sense of power and being in control. In many sexual assault scenes the camera focuses on the victim's face, which puts the viewer in the position of the rapist. What is of concern is that many Americans want to identify with the powerful attacker. It can be argued whether or not this is a direct cause of imitative violence but it, with out a doubt, offers viewers the vicarious experience of violence related to sex. (Censorship, 1985) Television does not make people commit crimes, but it provides the ideas, social sanction, and often the instruction that encourages anti-social behavior according to Madeline Levine, psychologist. (Viewing Violence, 1996) Dr. Jib Fowles, a researcher from the University of Houston would disagree. He testified to the U.S. Congress that TV violence was a good way to relieve tension. Dr. Radecki strongly disagreed saying that "Fowles has never done a si... ...itable role models for them. Bibliography: Croteau, David and William Hoynes. 1997. Media/Society: Industries, . Images, and Audiences. London: Pine Forge Press. Dudley, William,ed. 1999. Media Violence: Opposing Viewpoints. San . Diego: Greenhaven Press, Inc. Fiske, John. 1989. Understanding Popular Culture. New York: Routledge. Holland, Keating. 1999. "Violence in the Media Should be Regulated." . CNN Poll. http://www.ultranet.com/crowleyn/ccnnpoll.html Levine, Madeline. 1996. Viewing Violence. New York: Double Day. O'Neill, Terry. 1985. Censorship: Opposing Viewpoints. St. Paul, MO: Green Haven Press, Inc. University of California at Los Angeles. Television Monitoring Report. . http://www.cep.org/tvviolence.html

John Locke’s Some Thoughts Concerning Education; Philosophy Essay

Daniel Dwyer Mykytyn, N. January 11, 2013 HZT 4U1-01 John Locke’s Some Thoughts Concerning Education John Locke, famous sixteenth century philosopher and â€Å"Father of Classical Liberalism† wrote a work based on the human mind and learning methods entitled Some Thoughts Concerning Education. This work outlines Locke’s views on how the brain absorbs and remembers new ideas through a theory known as the â€Å"tabula rasa† or blank slate. This theory constitutes that humans are born with a blank mind and that as we are taught new concepts, they are inscribed into this blank slate and remain there until we pass on.According to Locke, the goal of education is not to create a scholar, but to create a virtuous man. He believes that learning morals is more important than any other kind of learning. He believes that education should create a person who obeys reason instead of passion. One of the most emphasized points in Locke’s work is that children shoul d enjoy learning and that there is no good reason that they should dislike learning and love playing. This idea covers almost two thirds of his work on education as Locke believes that we should begin teaching humans correctly from a young age.All together, John Locke’s work emphasizes three base ideas, the concept of the tabula rasa, moral learning is more important than any other kind of learning, and that children should enjoy learning. The first subject being covered is the subject of the tabula rasa or blank slate that allows humans to think freely in a sense. The concept of the tabula rasa, as told by John Locke, delves into the human mind deeper than one could simply comprehend by studying the surface of the human mind. Locke explains part of a pre-established concept introduced by Aristotle, known as priori and posteriori knowledge.His work places more emphasis on posteriori knowledge in that this learning method imposes that humans are born with a blank slate in thei r mind and that as they learn, subjects and ideas are essentially burned into their minds. This is based off of the basic â€Å"nature versus nurture† concept in that humans learn in one of two ways. These are either through nature, in which we are born with knowledge and that we are basically unlocking it through experience and all learning is basically recollection.The other method emphasized by Locke is nurturing, humans are taught through action and all learning is just the basic collection of new ideas. Locke held firmly the idea that with the tabula rasa, one is given the ability to bend their mind and tailor themselves to certain ways of learning. This is an important point in Locke’s Some Thoughts Concerning Education because it is the basis for the entirety of this work. This lets people define who they are, or, their character. If every human were to learn through recollection then truly we have no freedom as this means our character and mind are virtually pr edestined for us.Tabula rasa gives humans the freedom to learn on our own and shape our own characters without having to worry about what might come in our predetermined fates. This also slightly mixes in a single quality of priori knowledge in that once we learn something, it is permanently engraved into our minds, and as we grow older, lose our knowledge as we might, it is simply because we can not recall it. It is held within the library of knowledge that is our brain, but we simply can not remember it. The second argument I would like to introduce is John Locke’s personal views on virtues.Locke was a general liberal Protestant Christian, meaning he held very strong his values and ethics. This is apparent when he explains that moral learning is more important than any other kind of learning. Locke believed that the goal of education was not to raise a man of passion, but to raise one of reason and morals. He also held that another goal of education was not to create a scho larly man, but to create a virtuous man, much like Locke himself. Normally, on the standpoint of religion, philosophers were men of science and logic.Locke directly opposed these earlier ideas by stating that morals, virtues, and ethics were a more important section of learning than any variety of math, algebra, chemistry, etcetera. More specifically, Locke wanted the educational system to instill what he named, the Principle of Virtue. This was an idea that Locke wished to impose that would divert a child’s mental attention from their appetites and desires to reason. Locke deeply rooted his philosophies in his devout dedication to Christianity. Locke strongly supports moral learning because e believes that one who holds strong morals and implements them in their daily lives can improve the quality of society as a whole. He believes that society looks well upon the virtuous because society profits from virtuous acts. Locke wanted to teach these values to young people still go ing through earlier stages of development so that they would be passed down through generations as the ideal behaviours. The third and final point is Locke’s strong emphasis on the teaching methods implemented on young children. He held a strong belief that children were the future of our society, and he was correct.This is why he disliked the educational system of his time. He did not like the concept of children being taught languages, mathematics, and science because he knew and he understood that children dislike learning these subjects. He believed that children could have fun learning due to his theory that children hate learning and love playing because they are forced to learn and they are not forced to play. Children enjoy playing because it is an instinct for children to prefer having fun and playing games than being forced to learn the difficult new concepts held within mathematics, algebra, science and languages.He says that children should be nurtured and taken s eriously regardless of their behaviour or situation. In saying this, what he means to say is that children should not be beaten, or scolded, and that behaviour, good or bad, should be taken lightly and that children should not be punished for causing trouble due to their age. Locke also puts emphasis on the point that every child’s mind is different, and that teachers should tailor their education towards certain students’ characters.Locke stresses that all children should learn a manual skill such as carpentry, painting, or playing an instrument as it offers relief from the stressful hours spent learning in school. The point of Locke’s essay is to take a stand against schools in a sense. He does this by criticizing their teaching methods and offering ideas on how children should learn and how they should grow. He implements his own opinion by utilizing a strong Christian background and by analyzing the minds of young children.He argues many points and opinions in Some Thoughts Concerning Education, but the most strongly emphasized are the concept of the tabula rasa, that moral learning is the most important form of learning, and that children should be taught through less strict methods of teaching. He believes that people grow through development of the mind, rather than recollection of complicated ideas. In the nature versus nurture argument, Locke strongly supports the notion of nurturing the brain and makes that a strongly opinionated statement through one of his most influential works, Some Thoughts Concerning Education.

Reflection on Culture Shock

Last class, the professor let us see a picture. The picture tells us unlike America, Canada likes salad; different people can go into its culture and do not need to throw its own culture, like a melting pot. I think this metaphor is very vivid. In my eyes, Canadian is more friendly and more kind than American. When I get on the bus, I see various people from different countries. And they talk about something together, very happy and harmonious. If we bump somebody at school accidently, you will find that before you say sorry to him, he will say sorry to you. At first I feel strange about that. I bump to him, why he don’t angry and say sorry to me? When I back home I ask my home stay mother, she said Canadian is very polite. If you get lost and ask a guy how to get the destination, he will tell you in detail as if he is afraid of you getting lost. Few days ago, after I had supper in East, I want to buy some Korea food, I know there has a supermarket near the restaurant, but I do not know how to get there. So I look around to think the way. Then a man came to me and asked: â€Å" Can I help you? You look confused just now. Where do you want to go? † I told him the name of the supermarket and he said follow me, I lead you to there. I appreciated him and got there. So from my experience, I like this diverse cultural atmosphere, I always think that I am a lucky dog I come to this big culture family!