Popularity of Soccer

Soccer — or football, as it is called by the rest of the world outside the United States — is surely the most popular sport in the world. Every four years, the world championship of soccer, the World Cup, is watched by literally billions all over the world, beating out the United States professional football's Superbowl by far. It is estimated that 1. 7 billion television viewers watched the World Cup final between France and Brazil in July of 1998. And it is also a genuine world championship, involving teams from 32 countries in the final rounds, unlike the much more parochial and misnamed World Series in American baseball (that doesn't even involve Japan or Cuba, two baseball hotbeds). But although soccer has become an important sport in the American sports scene, it will never make inroads into the hearts and markets of American sports the way that football, basketball, hockey, baseball, and even tennis and golf have done. There are many reasons for this. The biggest reason for soccer's failure as a mass appeal sport in the United States is that it doesn't conform easily to the demands of television. Basketball succeeds enormously in America because it regularly schedules what it calls â€Å"television time-outs† as well as the time-outs that the teams themselves call to re-group, not to mention half-times and, on the professional level, quarter breaks. Those time-outs in the action are ideally made for television commercials. And television coverage is the lifeblood of American sports. College basketball lives for a game scheduled on CBS or ESPN (highly recruited high school players are more likely to go to a team that regularly gets national television exposure), and we could even say that television coverage has dictated the pace and feel of American football. Anyone who has attended a live football game knows how commercial time-outs slow the game and sometimes, at its most exciting moments, disrupt the flow of events. There is no serious objection, however, because without television, football knows that it simply wouldn't remain in the homes and hearts of Americans. Also, without those advertising dollars, the teams couldn't afford the sky-high salaries of their high-priced superstars. Soccer, on the other hand, except for its half-time break, has no time-outs; except for half-time, it is constant run, run, run, run, back and forth, back and forth, relentlessly, with only a few seconds of relaxation when a goal is scored, and that can happen seldom, sometimes never. The best that commercial television coverage can hope for is an injury time-out, and in soccer that happens only with decapitation or disembowelment. Second, Americans love their violence, and soccer doesn't deliver on this score the way that American football and hockey do. There are brief moments, spurts of violence, yes, but fans can't expect the full-time menu of bone-crushing carnage that American football and hockey can deliver minute after minute, game after game. In soccer, players are actually singled out and warned — shamed, with embarrassingly silly â€Å"yellow cards,† for acts of violence and duplicity that would be smiled at in most American sports other than tennis and golf. Third, it is just too difficult to score in soccer. America loves its football games with scores like 49 to 35 and a professional basketball game with scores below 100 is regarded as a defensive bore. In soccer, on the other hand, scores like 2 to 1, even 1 to 0, are commonplace and apparently desirable; games scoreless at the end of regulation time happen all the time. (In the 515 games played in the final phase in the history of the World Cup games through 1994, only 1584 goals have been scored. That's three a game! And if there is no resolution at the end of overtime, the teams resort to a shoot-out that has more to do with luck than with real soccer skills. Worse yet, it is possible for a team to dominate in terms of sheer talent and â€Å"shots-on-goal† and still lose the game by virtue of a momentary lapse in defensive attention, a stroke of bad luck, and the opponent's break-away goal. Things like that can happen, too, in baseball, but the problem somehow evens out over baseball's very long season of daily games. In soccer, it just isn't fair. Soccer authorities should consider making the goal smaller and doing away with the goalie to make scoring easier. And the business of starting over after each goal, in the middle of the field, has to be reconsidered. It's too much like the center-jump after each goal in the basketball game of yesteryear. It seems unlikely that Americans will ever fully comprehend or appreciate a sport in which players are not allowed to use their arms and hands. Although the footwork of soccer players is a magnificent skill to behold, most American fans are perplexed by straitjacketed soccer players' inability and unwillingness to â€Å"pick up the darn ball and run with it! † The inability to use substitutes (unless the player to be substituted for is lying dead or maimed on the field of play) is also bewildering to Americans, who glorify the â€Å"sixth man† in basketball and a baseball game in which virtually the entire roster (including an otherwise unemployable old man called â€Å"the designated hitter†) is deployed on the field at one time or another. Finally, the field in soccer is enormous. Considerably larger than the American football field, the soccer field could contain at least a dozen basketball courts. Americans like their action condensed, in a small field of vision — ten enormous sweaty people bouncing off one another and moving rapidly through a space the size of a medium-sized bedroom, twenty-two even larger people in bulky uniforms converging on a small, oddly shaped ball. In soccer, on the other hand, there is a premium on â€Å"spreading out,† not infringing upon the force field occupied by a team-mate, so that fancy foot-passing is possible. This spreading out across the vast meadow of the soccer playing field does not lend itself, again, to close get-down-and-dirty television scrutiny. Soccer is a great sport and it certainly deserves the increased attention and popularity it is getting on all levels. But — primarily, again, because it does not lend itself to television — it will never make it big in the United States the way these other sports have, not until it changes some of its fundamental strategies.

Parasitological examination of biological specimen

Ginger Ginger is a knotted, thick, beige underground stem (rhizome). The stem extends roughly 12 Inches above ground with long, narrow, ribbed, green leaves, and white or yellowish-green flowers. The Important active components of the ginger root are thought to be volatile oils and pungent phenol compounds (such as gingerers and gasohol). 1. 1 Parasitological examination of stool specimen This Is the examination of intestinal parasites. This aspect of the training was designed to Introduce students to the area of Woolgathering.Helmets refer to arms and can be divided to 3 groups: a. Nematodes-Round & segmented b. Custodies-Flat & segmented c. Dermatomes-Flat & engorgement's. During the collection of stool sample, samples to be examined must be freshly passed. The first test carried out on samples is the macroscopic test which involves the use of the unaided eye to see basic morphological features Including the presence of blood or mucus. The next step Is the microscopic test which In volves two steps: 1 Direct wet preparation 2. Concentration techniques. The procedure of the direct wet preparation is as follows: A drop of normal saline is deed to a clean, grease free slide using a Pasteur pipette. With a swab stick, a tiny quantity of the stool specimen Is collected and placed on the slide containing the normal saline, and Is emulsified with it. After emulsification, the slide Is covered with a cover slip and allowed to stand for 30 seconds to a minute and examined under a microscope using both low and high magnifications(ex. and ex.).It was noticed that the number of parasite eggs determine the degree of infectious parasite that could result. Concentration of the stool specimen allows for easy viewing of hidden micro organisms. Its advantage over the direct wet preparation Is that In cases of light infections, the causative agents can still be viewed and detected. Concentration can be carried out either using brine, or 10% formaldehyde ether. Summarily, brine c oncentration is a floatation technique employing the use of density.Some substances will float and stick to the cover slip and will be examined, while 10% formaldehyde ether is a sedimentation technique, where the substance desired to be examined descends to the bottom of a tube after centrifugation. The stain used for 1 . AAA Collection and examination of blood specimen This involves in the collection and examination of blood samples. Collection can occur through either finger prick using a sterile lancet-when little quantity is required, or vein puncture using a syringe-when a relatively larger quantity is required.After collection, preparation for microscopic examination follows, and this could be done by direct wet preparation, thin film or thick film methods. The direct wet preparation is carried out as follows: With a Pasteur pipette, 2 drops of blood is placed on a clean, grease-free slide and covered with a coveralls and allowed to stand for seconds to minute, and then viewe d under a microscope using low and high magnifications. Note that the standing is for easy identification of motile parasites.In the thin film preparation, a drop of blood is placed on a clean glass slide, CM from the edge (for labeling). Use another slide, inclined at 30-450 as a spreader. (Allowing the blood to spread within the width of the spreader before pushing forward to obtain a monolayer. ) When the thick film method is employed, 2 drops of blood is placed at the centre of a clean slide, and using the edge of another slide, spread the sample in n anti clockwise manner until a diameter of 1 centimeter is obtained. 1. B Staining techniques Staining is employed only when thin or thick layer preparations are used.Stains include: Wright stain, Leaching stain, Ageism and Field stains. It should be noted that Leaching stain is used for only thin films, while Ageism stain is used for both thick and thin film preparations. 1. C Blood group determination Three antiserum- A, B and D a re used to determine the possible blood grouping of a given blood sample. 3 drops of the blood sample is placed on a clean slide. A drop of entities A, B, and D are placed on drops 1, 2 and 3 respectively and the agglutination of any of the spots determine the blood grouping.

Short Essay on Racism

t ein the film and begins the movies â€Å"depiction of Arab culture with a decidedly racist tone† (Giroux, 104). An Arab merchant sings the lyrics: â€Å"Oh I come from a land/From a faraway place/Where the caravan camels roam. /Where they cut off your ears/If they don’t like your face. /It’s barbaric, but hey, its home† (Giroux, 104). The message that is given right at the beginning of the film is that the Middle East is a desolate wasteland where the justice system runs on a simple limb-removal policy. These words caused an uproar in Arab countries and the lyrics were later changed to: â€Å"Where it’s flat and immense/ And the heat is intense† which replaced the original verse, â€Å"Where they cut of your ear/ If they don’t like your face† (Giroux, 105). Not only were these lyrics violent but they were truly an example of the worst kind of racism. Aladdin depicts the Arabic world and its people as exotic, humorous, and violent. The American cartoon portrays all Arab men as either street thugs,†¦ n the film and begins the movies â€Å"depiction of Arab culture with a decidedly racist tone† (Giroux, 104). An Arab merchant sings the lyrics: â€Å"Oh I come from a land/From a faraway place/Where the caravan camels roam. /Where they cut off your ears/If they don’t like your face. /It’s barbaric, but hey, its home† (Giroux, 104). The message that is given right at the beginning of the film is that the Middle East is a desolat e wasteland where the justice system runs on a simple limb-removal policy. These words caused an uproar in Arab countries and the lyrics were later changed to: â€Å"Where it’s flat and immense/ And the heat is intense† which replaced the original verse, â€Å"Where they cut of your ear/ If they don’t like your face† (Giroux, 105). Not only were these lyrics violent but they were truly an example of the worst kind of racism. Aladdin depicts the Arabic world and its people as exotic, humorous, and violent. The American cartoon portrays all Arab men as either street thugs,†¦

Enzyme Amylase Lab Report Example | Topics and Well Written Essays - 1250 words

Enzyme Amylase - Lab Report Example An enzyme is a protein-based catalyst that raises the reaction rate of a reaction by lowering the activation energy needed for that reaction. It is not used up in the process. It is hypothesized that the enzyme activity changes when various parameters such as temperature, pH and the concentration of the enzyme are changed. Materials: The materials used were: 400 mL beakers, thermometers, hot plate, ice, 1% starch solution, 2 grams of soluble starch, iodine in dropper bottles, buffer solutions with pH levels of 4, 7 and 10, well (spot) plate labeled 1, 2, 3 and 4, saliva (amylase) solution, test tube rack, test tubes, droppers, a 10 mL graduated cylinder and water squirters. Method: a) Reference color A few drops of 1% starch solution were placed on a spot plate. One drop of iodine was added to the spot. The color that formed was taken to be the reference color. b) Effect of concentration. A 400 mL beaker was half-filled with water and then warmed to 37?C. The temperature was kept con stant at 37?C. Saliva was collected in a disposable tube. 4 mL of 1% starch solution was placed in a test tube. This tube was placed in the water bath for five minutes. In spot plate 1, no spit was added, in plate 2, one drop of saliva was added, in plate 3, three drops of saliva were added and in plate 4, five drops of saliva were added. Eight drops of 1% starch solution were then added to each well plate. ... The plate was then rinsed with water and the test repeated twice after intervals of 5 and 10 minutes. After each test, the observations made were recorded. A graph of the enzyme activity against the amount of amylase at 10 minutes was then plotted. c) Effect of temperature. 1 mL of 1% starch solution was placed in two test tubes. One of these tubes was placed in a water bath with boiling water and the other in an ice bath. 1 mL of the 1% starch solution used in method a) above was placed in a test tube. This test tube was then placed in a water bath with a temperature of 37?C. The three tubes were left in the baths for 10 minutes. The temperatures of the baths were then recorded. Two drops of saliva were placed in 3 well plates and then one drop of iodine added to each plate. Four drops of the 1% starch solution in the test tube contained in the ice bath were added to one spot, another four drops of the starch solution in the test tube contained in the water bath at 37?C were added t o the second spot, and finally four drops of the starch solution in the test tube contained in the water bath with boiling water were added to the third spot. The observations made were recorded and a graph of enzyme activity against temperature plotted. d) Effect of pH 2 mL of each of the three buffer solutions (with pH levels of 4, 7 and 10) was placed in separate test tubes. 2 mL of 1% starch solution was then placed in three other test tubes. All the test tubes were then placed in a water bath with a temperature of 37?C for five minutes. The three 1% starch solutions were then poured into three buffer solutions and then mixed thoroughly. The test tubes with the mixtures were then returned to the water bath. Three drops of spit were placed in three spot plates. Using clean droppers,

MHE509 Emergency Planning and Methodology Module 3 Case Essay

MHE509 Emergency Planning and Methodology Module 3 Case - Essay Example This paper will discuss and answer the following question: 4) What are a few of the most important consideration that should be taken into account when evaluating the decision making abilities of the incident Commander Can his decision making abilities be evaluated by a supervisor or other responsible person without the experience from having to perform in similar situations 1. Based on the statements presented above, do you believe that the new Department clearly recognizes the importance of local government in responding to and controlling small to moderate size disasters Please justify your position The US Department of Homeland Security (DHS) employs approximately 180,000 people. It has a daunting mission: lead the nation's unified effort to secure America which encompasses the deterrence and prevention of terrorist attacks and protection from and response to threats and hazards. The department ensures safe and secure borders and promotes the free flow of commerce. (Light, 2007) The DHS clearly recognizes the importance of local government in responding to and controlling small to moderate disasters. The department develops a comprehensive overview of American strategic interests and objectives for the security strategy. It identified the alternatives to implement the national security strategy by defining the security goals for American society, and by describing the internal and external policy instruments required. Furthermore, it identified the sequence of measures needed to respond to external threats. (Parachini, 2003)The DHS works in close coordination with the local go vernment. A clear example of this is that the DHS relies on the first responders such as EMS personnel, public works, fire and rescue and police agencies. Whenever an emergency arises, one of these local agencies is the first to get notified and/or arrive to the scene, and hence, these local agencies are heavily involved. The state homeland security directors' top strategy is to link interoperable communications for first responders. The second strategy is to merge the response strategies of state and local agencies. The third strategy is to develop a state intelligence fusion center where emergency responses can be analyzed and solved. The fourth strategy is to confirm and protect critical infrastructure. The Department of Homeland Security also helps state and local emergency management efforts by providing huge budgets in grants, and program support. A major case is the Emergency Management Performance Grant (EMPG) which is an all-hazards emergency preparedness grant program in s upport of capacity building at the state and local level. The Homeland Security Grant Program

Control a People's Language Essay Example | Topics and Well Written Essays - 500 words

Control a People's Language - Essay Example Instead, they start by using sign language to communicate with their significant others. They learn such signs from the people who take care of them, thus highlighting their dependence on such individuals. Consequently, the caregivers of such children have the capacity to control the children as they take charge of their language. A look at the deaf community also highlights this important aspect. When children are born deaf, their caregivers take up the role of using signs that the young ones can use as their language of communication. Therefore, the caregivers control the deaf children as they teach them a unique and informal language unknown to other people. This creates a form of control since other people outside the circle of the caregivers may not understand the language. At the national and international levels, the people in charge of formulating such languages as the American Sign Language also control the communities that use the sign language. This is because the people invent signs that apply on a national level. Consequently, the deaf community, for instance, is compelled to use the language for them to contribute to nation building. The most conversant people in this language also possess the ability to advocate for the rights of such people. They can do this by raising awareness of the challenges faced by such people, thus promoting their voice in the nation. Such actions lead to greater recognition of the deaf communities, and may stop them from being classified as minorities (Jaspers, Verschueren & Ostman, 2010). P. 187. On the other hand, the people who possess such skills, as well as the ability to advocate for the rights of the deaf can choose to keep silent, thus hindering the ability of the deaf to get equitable opportunities. This explains that being in control of a people’s language leads to their control as the people get to decide what is to be done, and what should not be done. In

Perestroika and Glasnost Essay Example | Topics and Well Written Essays - 500 words

Perestroika and Glasnost - Essay Example : The major factors of the dissolution of the Soviet Union and the collapse of the Eastern Bloc are interconnected because internal conflict and the reformatory policies (say, Perestroika and Glasnost) of the later leaders hindered the full-fledged development of communism. One can see that internal conflict (say, ideological) and economic burden accelerated the dissolution of the Soviet Union. Within this context, political policies adopted by Joseph Stalin were totally against the people. Besides, the war in Afghanistan proved to be an economic burden to Soviet Union. The communist policies like control over media and single party system resulted in the totalitarian control of communist party over the mainstream society. Moreover, the arms race during the Cold War era affected the economic backbone of Soviet Union. Industrialization helped the military in Soviet Union to be the most powerful tool of the state. The lack of productivity resulted in the economic collapse of Soviet Union in 1980s. The measures adopted by Mikhail Gorbachev, like Perestroika and Glasnost, did not help Soviet Union to save itself from its ultimate collapse. In short, internal conflicts originated from political and economic factors accelerated the dissolution of the Soviet Union and the origin of Russia. The most important factor behind the collapse of the Eastern Bloc was the collapse of Stalinism in Soviet Union. Earlier, the fall of German imperialism at the end of the WWII was exploited by the communist leaders in Soviet Union to spread communist ideology in Europe. Perry, Berg and Krukones (2009), state that â€Å"Meanwhile, the Soviet Union created international mechanisms to oversee and exploit the region’s economic production and military resources, so that the phrase â€Å" Eastern Bloc† became entirely fitting† (p.311). For instance, the European nations like Hungary, East Germany, Bulgaria, Czechoslovakia etc were under the control of Soviet Union, especially Stalinism.

Comparing hiring and promotions based on Afirmative Actioin against Term Paper

Comparing hiring and promotions based on Afirmative Actioin against senority system - Term Paper Example Guadalupe Alegria was working in a poultry farm since the past twelve years and was a valued employee who was promoted to a managerial position temporarily. Although this had to last for two weeks, it stretched over a year due to which she had to put in extra hours without pay which left her few hours to spend with her friends and family. Later she discovered that she will be given a permanent position and she will also have to train a new manager because of which she is looking for another job. Another example is of Porter Douglas, who was a long term farm mechanic and he expected that he will be promoted to the position of a supervisor. However, an outsider got that job which left him disappointed because of which her job performance was affected and eventually he stopped putting up efforts in his work. (Bailey, Netting & Perlmutter, 2000). The loss of morale and the negative impact on productivity cannot be anticipated by the farmers when such organizational actions take place. Ho wever, an employee feels rejected which leads to dissatisfaction and they feel resentful because of the treatment they receive from the company and various questions come in their minds. In the case of Guadalupe Alegria, she wanted to know the reason why she was made a manager for so long and why was she told that she has been doing a good job when she wasn’t and why is she being replaced by someone else. After Porter was passed over for his promotion, he felt that his boss used an affirmative action trick when he hired a woman for the position of a supervisor. However, even the employees who are promoted and those who are hired from outside the organization come across various challenges that they need to deal with and morale is less likely to drop in cases when the employees know the reason why the management has taken a decision. In cases when the employees are not consulted, difficulties arise. For instance, if an employee is promoted and is made to work with another empl oyee, she might feel punished than being rewarded and same is the case when an employee is promoted to a more difficult job. When making promotion decisions, some companies also focus on seniority and merit considerations while some select the outside applicants for a job without discussing it with the present personnel. (Barker, 2008). Seniority vs. Merit in Promotions The length of service of an employee in a particular position marks seniority and an individual who has worked with an organization for four years is senior than an individual who has worked for two or three years. However, merit refers to worth or excellence and since it is intangible, it is difficult to measure when compared to seniority. For promotion purposes, merit is measured by looking at the relevant qualifications and the past performance of an employee. Promotion by seniority An organization that follows a seniority system, the promotions are given on the basis of the length of service. Japanese companies m ostly follow this system in which an employee joins the organization at a low level after which he is promoted to higher levels. In this system, length of service is the main criteria of moving upwards. However, it counts only within specific work groups and job classifications differ from one group to another. In a farm, all the pickers, tractor drivers and hoers fall in one group while the

Financial accounting College Assignment Example | Topics and Well Written Essays - 750 words

Financial accounting College - Assignment Example Such grants can be shown either individually or under a sub-heading which is a heading and is general in nature like "Other income"; or else, they are subtracted in accounting the connected expense. In the afterthought to paragraph 9 of IAS 18, sales of Real estate is stated as: "Revenue is normally recognized when legal title passes to the buyer. However, in some jurisdictions the equitable interest in a property may vest in the buyer before legal title passes and therefore the risks and rewards of ownership have been transferred at that stage. In such cases, provided that the seller has no further substantial acts to complete under the contract, it may be appropriate to recognize revenue". At the present time, real estate creators understand IFRSs otherwise and record revenue for the sale of the estates at different times. Some real estate creators document revenue only after they have passed on the finished unit to the buyer, while others record revenue in advance, as construction progresses, by indication to the stage of completion of the real estate for sale. This explanation p This explanation proposes to standardize accounting pattern amongst real estate creators for sales of units, like apartments or houses, 'off plan', that is prior to construction being completed. As of now, real estate creators adopt the option of either to record the revenue only after they have actually handed over the finished unit to the buyer or before, as construction progresses, by referring to the stage of finishing construction of the development. The understanding suggests that revenue should be entered as construction builds up only if the creator is rendering construction services, and not only selling goods (for example completed real estate units). It also suggests features that suggest that the vendor is giving construction services. The accounting treatment would not have been different even if there was rent guarantee on only some of the flats. Issue 3: It is essential that particulars of all monies received either as advance or otherwise are identified and properly recorded so that collections on or before the due date becomes easier. Also if refund takes place then the company has to record it as and when it takes place. Such refund

E-strategy for Stock Brokerage Service in Hong Kong Thesis Proposal

E-strategy for Stock Brokerage Service in Hong Kong - Thesis Proposal Example The proposed research analyses the e-strategies adopted by the brokerage companies in Hong Kong. Through the research, we will find out the gaps in the e-brokerage practices and will try to get insight about the e-strategies. The study will also provide practical suggestion in order to undertake betterment in the strategies adopted for e-brokerage, so that they can be helpful in further growth or taking corrective measures. The advent of the online trading has transfigured the trading industry all over the world including the online brokerage industry in Hong Kong. Last decade has seen a significant increase in the number financial institutions and brokers offering online trading in Hong Kong. These brokers offer both online and traditional brokerage services (Piotroski & Roulstone, 2004). Almost all of the companies listed at the Hong Kong Stock Exchange offer some form of internet based securities. Last few years have seen significant increase in the number of online traders. The number of online traders increases at the rate of 5% per annum. (Industry Overview) In 2003 the exchange launched AMS/3; the average daily turnover of the online brokers in Hong Kong has increased around 1.9% to around 13.0%. The Hong Kong exchange does not require any additional registration and licensing requirements for a company to conduct securities and commodities dealing through the Internet (Industry Overview). Reasons for the study: By reviewing the importance and uses of e-strategy of brokerage services and its literature, we will find out that e-brokerage is such effective tool which provide help to an ordinary person in undertaking trade with ease. On the other end it is also benefitting the trading companies in several ways. The data provided by the companies help in undertaking useful interpretation and comparison of the financial statements. The researcher is interested in evaluating every aspect of the e-strategy of brokerage. It is important for the brokerage companies to protect the interest of all parties and see that the firm grows profitably. Therefore, how far the management and investors can utilize the e-brokerage services to extract and present more and more information, needs to be evaluated. The purpose of this research is to analyze and identify that how the financial ratios are helpful in decision-making process of financial executives in the firm. Basically literature shows that e-strategy is a the tool through which investors are taking/making certain decisions about company's performance, liquidity profitability and its effectiveness but unless they do not compare it with the past performance of the same firm or other competitors or industry, they may not be able to extract the reasonable and useful information and analysis. So the main aim of the study is to evaluate whether the e-strategy is useful in providing the information helpful in predicting the performance of the firm. In the process of research, developing the views from the existing literature on e-strategy of brokerage will be our starting point and finally we will be able to present the gaps found in the e-brokerage practices of the companies in Hong Kong and suggest the steps for betterment. Objectives: The objectives of the present study would be as follows: To review extant conceptual models

Pre contract cost planning and pre contract cost controlling Essay

Pre contract cost planning and pre contract cost controlling - Essay Example James Nisbet was the first who conceived and developed the technique of elemental cost analysis for construction projects. Nisbet technique demanded the architects to ‘design to cost’ in opposition to the approximate quantities’ method of estimating, which basically involved costing a design: with very little control. Thus, the elemental costing approach facilitated the client to get a more consistent pre-tender estimate, and offered the design team a model so as to control cost at the design development stage itself. As per Nisbet, the cost planning should be developed jointly by the quantity surveyor and the architect and postulated that such close cooperation could, in the long run, result in the integration of the profession of quantity surveyors and the architects as one-stop supply of consultancy firms. In 1962, the cost research panel of RICS (Royal Institute of Chartered Surveyors) established the Building Cost Information Services (BCIS) mainly to gather cost data for the introduction of such cost plans. Now, BCIS has developed a national database in excess of 16,000 element cost analysis, which is available online now. Such data can be utilized to prepare the pre-contract approximating process in the construction sector together to make sure the value for money by assisting the designer to make certain about the most proper distribution of costs well within the concerned project. Thus, cost management is the process of assisting the design team to design to cost instead of the quantity surveyor costing a design (Potts & Ankrah 2013:59). Cost management is a complete process, which make certain that the contract amount is within the approved budget or cost limit of the client. The modus of the design cost control is that by employing the cost planning method which is the evaluation of existing projects into various functional elements so as to offer a means of evaluation between

Therapist Perspective Paper Essay Example for Free

Therapist Perspective Paper Essay A sixteen year old teenager refuses to leave home and the therapist must review the situation from a MRI therapeutic approach. First, the MRI approach would not focus on the problem or how it developed but rather what efforts have the parent made to reach a resolution. MRI stems from the premise that families use practical attempts at resolving their situation but the attempts are ill-advised. MRIà ¢Ã¢â€š ¬Ã¢â€ž ¢s main focus is aimed at dilemma driven solutions; there is no advantage in long term change or what capacity the problem serves within the family. Haley and Madanes derive from the same school of thought but with some differences. Haley interest lay in the power struggles that exist and believe the à ¢Ã¢â€š ¬Ã…“symptom such that the cost of keeping it up outweighed the gainsà ¢Ã¢â€š ¬Ã‚ . (Niolon, 1999) Madanes was worried about out of place hierarchies, where an adolescent uses problems to alter the à ¢Ã¢â€š ¬Ã…“behavior of parentsà ¢Ã¢â€š ¬Ã‚ . (Niolon, 1999) Both agree that families function within a hierarchical order, thereby reconstructing the hierarchical and boundary issues that will prohibit à ¢Ã¢â€š ¬Ã…“dysfunctional feedback loops from starting, a sort of plan ahead strategyà ¢Ã¢â€š ¬Ã‚ . (Madanes, 1981) The belief is as families we have problematic stages to endure, in order to arrive at a resolution stage. A therapist using this approach would also focus on the parents, along with family interactions. Therefore, the reason Jose has the problem is the behavior he has been learned from his parents, he has developed a problem from his observation of how his parentà ¢Ã¢â€š ¬Ã¢â€ž ¢s interact and solve problems. The Milanà ¢Ã¢â€š ¬Ã¢â€ž ¢s school of thought is not solution driven but founded in the power struggles within the family dynamics that have occurred over a long period of time even through several generations enabling the familyà ¢Ã¢â€š ¬Ã¢â€ž ¢s problems to continue Techniques used for intervention in the strategic and systemic therapies are based in the belief that situations are keep up by à ¢Ã¢â€š ¬Ã…“self-defeating patterns of behaviorà ¢Ã¢â€š ¬Ã‚ . (Madanes, 1981) Therefore, in order to effectively make change within the family, there must be a modification in the structure/dynamic of the family. MRI therapist believe that families or individuals are entrenched in their problems and need assistance moving forward. Therapist will assist the family and Jose in setting achievable behavioral solutions. Additionally, MRI models the concept of help the family to reach resolution with a particular issue and ignore other issues unless the family or individual specifically ask for therapy on the other issues. Moreover, one must set obtainable and clear objectives, and once this objective has been attained therapy will concluded. MRI therapist would inquire of the parents what strategies have they imposed to get Josh to go outside. (Nichols, 2012) Haley and Madanes objective is often a realignment of the hierarchy within the family and across generations; focusing only on the realignment that relate to the current issue. Meaning, the therapist will work on enhancing the relationship with Jose and his antagonistic parents. To achieve this objective the parents will need to discuss the problem that exist within their relationship in order to help Jose. Theorist believe that establishing trust within the family, allows the family to pay attention to the present issue. The difference with Haley and Madanes from MRI is the belief that once the present issue has been sustained/managed and trust established the exploration of other family issues can be dealt with. Furthermore, therapy can continue beyond resolving the current problem but can terminate once effective change has occurred within the fundamental factors that created the issue. The Haley therapist would focus on a dysfunctional triangle and the conflict between the parents. Additionally, Madanes would also be interested in the triangulation but would also focus on the fact that Josh could be protecting his parents. Milan held the basic belief that therapy effects change, and that the therapist is charged with the duty of outsmarting the family at their own games; by creating strategic methods that expose the families à ¢Ã¢â€š ¬Ã…“dirty gamesà ¢Ã¢â€š ¬Ã‚  (Nichols, 2012) and then one can began to reshape the family purpose. Reshaping techniques help families understand or effect change by helping families view their situation through a different lens. Moreover, the therapist would locate the power alliances within the family and those alliances extending across generations which perpetuate or broker the families à ¢Ã¢â€š ¬Ã…“dirty gamesà ¢Ã¢â€š ¬Ã‚ . (Nichols, 2012) In conclusion the therapist must understand the strategic and systemic approaches in order to effect change in Josh and his family. Sometimes it is necessary to dig beneath the surface of a problem and get to the root even if family member are uncomfortable disclosing family secrets that have been guarded for generations. Additionally, breaking family bonds and upsetting the cohesive alliances that have banded together for generations is an effective measure to get family members to reshape their actions and thought process.

Evaluation of Sustained Release Matrix Tablets of Cilostazol

Evaluation of Sustained Release Matrix Tablets of Cilostazol Development and in Vitro-in Vivo Evaluation of Sustained Release Matrix Tablets of Cilostazol Keywords:Cilostazol; Pharmacokinetics; ER Matrix Tablet; In Vitro Kinetics; ABSTRACT The objective of this research had to manufacture extended release matrix tablet of Cilostazol and to evaluate its in vitro drug release and in vivo absorption. The dosage form was designed by selection of various polymers such as Hypromellose, Kollidon SR, Xanthan gum, Ethyl cellulose, Eudragit Polymers. Microcrystalline cellulose and lactose as dilutents to build matrix tablets and povidone as granulating binders. The tablets were prepared by Direct compression, wet granulation and Melt extrusion techniques. Optimized formulation of Cilostazol matrix tablets was prepared by using 7% HPMC K100M polymer, 39 % MCC, 3% of povidone as binder. Matrix tablets were compressed with optimized free flowing granules of uniform drug content. This in vitro drug release showed the extended the release period up to as per desired specifications. The matrix formed by HPMC, MCC and Povidone had been showed satisfactorily with the controlled resistance. Bioavilability study of this wet granulation do sage formulation in rabbit model showed 24 h sustained drug release in vivo. A correlation (R2= 0.9833) was founded between the in vitro drug release and the in vivo drug absorption. The results suggested that wet granulation with is a satisfactory method to develop a sustained release Cilostazol and it can be Performed therapeutically better than conventional IR dosage form. 1. Introduction In this study the Cilostazol sustained release matrix tablet was developed with various polymers. Since the IR dosage form produces and side effect head of ache due to drug oscillation in plasma. The challenge become to develop a matrix tablets are due to drug morphology and highly insoluble in nature . In the present study, a sustained release dosage form of Cilostazol has been developed that enables less frequent administering of drug . Matrix tablets of Cilostazol were formed by appropriate combination of HPMC and Povidone and lactose monohydrate,MCC and Kollidon K30 was chosen for matrix tablet to extend duration of drug release. Cilostazol and its metabolites are inhibit the platelet aggregation and exert vasodilatory action by inhibiting phosphodiesterase activity and cAMP degradation with a resultant increase in cAMP in platelets and blood vessels The objectives of research were: 1) To analyze the physical and chemical characters of prepared Tablets 2) To elucidate the effect of polymers and to study the release kinetics, 3) in-vivo study for the stable formula. 2. Materials and Methods 2.1. Materials Cilostazol was obtained from IPCA lab, Mumbai, India. Hypermellose (Methocel K100M CR), Povidone K30 received as a gift sample from Colorcon Pvt Ltd. Kollidon K30 was obtained from BASF. All other Reagents were purchased from local suppliers, India and were of analytical grade. 2.2. Drug and Excipient Interactions Drug Excipient interaction study was investigated by DSC (differential scanning calorimeter). The DSC Thermo gram of only drug and Drug+Excipient mixtures were noted. The samples were separately packed in aluminum cells and kept a set in Metler TA 4000 Thermal analyzer. 2.3. Formulation 1. Dispensing: All the ingredients were dispensed accurately as per formula quantity. 2. Sifting: Measured quantity (refer table no.4.5) of Cilostazol, Microcrystalinecellulose (Avicel PH-101), HPMC K100M, were passed through 30#, Microcrystalinecellulose(PH-102), Aerosil-200, through 40#, yellow oxide of iron and Magnesium stearate were passed through 60# . 3. Mixing: Measured quantity (refer table no.4.5) of Cilostazol, Microcrystalinecellulose (Avicel PH-101), were mixed in polybag for 15 min, to it added yellow oxide of iron and mixed for 5 min. in RMG at 2.4 RPM . 4. Preparation of Binder solution: Measured quantity (refer table no.4.5) of IPA and Water were poured in stainless steel beaker, to it added PVPK-30 with stirring continuously by glass rod till dissolved completely and clear solution is obtained. 5. Wet Granulation: Granules were prepared by wet granulation method in RMG at 2.4 RPM for 15 min, using step 4 binder solution. Prepared granules dried at 60  ºc till LOD reaches less than 2.5% and finally sifted through 30#. 6. Mixing: Mixed the measured quantity (refer table no.4.5) of Microcrystaline cellulose (Avicel PH-102), HPMC K100M, Aerosil-200, in polybag for 15 min with granules obtained in step 5. 7. Lubrication: Above granules are lubricated with measured quantity of magnesium stearate In the trial 5 concentration of HPMC K100M is reduced from 10% to 8% and trials 6,7,8 from 10% to 7% . 2.4. Physical Characterization of Tablets The prepared tablets were subjected to various physical characterization studies. Weight variation test was performed with 20 tablets with an electronic balance. Tablets hardness was determined using Monsanto (Standard type) tablet hardness tester. Thickness was measured by a venier caliper (Mitutoyo, Japan). Friability was calculated using a Roche friabilator (Basel, Switzerland) 2.5. Drug Content of Tablets (Assay by HPLC) Cilostazol USP: Chromatographic Conditions: The drug content of the formulated tablets was estimated by HPLC method. Column: Stainless steel column packed with octadecylsilane silica gel for chromatography ,c18 ,150Ãâ€"4.6 mm,5 µm(Inertsil ODS-3 is suitable) Mobile phase::Acetonitrile:Mthanol:Water(7:3:10by volume), filter and degas. Flow rate: 1.0ml / min Wavelength: 254nm Diluent: Methanol Injection Volume: 10 µl Temperature: 270C ± 10C Retention time: Cilostazol- about 9.4 minutes. Cilostazol was analyzed by HPLC at a wavelength of 254 nm. 2.6. In Vitro Dissolution Studies In-Vitro dissolution Studies (Dissolution analysis by HPLC) Dissolution testing for the amount of drug-substances released was studied using the following dissolution parameters: Table : Dissolution parameters and specifications for Cilostazol Acceptance criteria : As given table no.4.15 Dissolution Parameters:Medium: 900 ml, 0.3% SLS in 6.8 Phophate bufferApparatus: USP Apparatus 2Paddle Speed: 75 RPM Temperature:370C  ± 0.50c. Duration:1,4,8,12,24 hours Chromatographic Conditions: Instrument: HPLC(Hitachi) Column: Stainless steel column packed with octadecylsilane silica gel for chromatography, C-18, 150cmÃâ€" 4.6mm, 5 µm (Inertsil ODS-3 is suitable) Mobile Phase: Acetonitrile:Mthanol:Water(7:3:10 by volume) filter and degas. Flow rate: 1.0 ml/min Wavelength: 254nm Injection Volume: 20 µl Diluent: Methanol, Dissolution Medium Temperature: 270C  ± 10C. The release studies were conducted in duplicate. Mean % cumulative drug release was plotted against time (hours). 2.7. Drug release Kinetics and Mechanism Kinetics of drug release was determined by fitting data to Table 1. Composition of extended release matrix tablet of Cilostazol different models such as zero order (M = kt), first order equation (M = lnM0+ kt), Higuchi model (M = k√t) and KorsemeyerPeppas equation (M = ktn). The value of n = 0.5 denotes case I diffusion (Fickian), 0.5 n = 1, for case II transport and n > 1 for super case II transport. Where M is the amount of drug (%) released after time t; Where M0is the amount of drug released at (0) zero time; k is the release rate constant, n is the exponent. Drug release following particular mechanism is judged by the linearity of plot 2.8. Stability Studies Stability studies were conducted on SR Tablets of select batch to assess their stability with respect to their physical appearance, drug content and release characteristics after storing at 25ËÅ ¡C under 60% relative humidity (RH) and 40ËÅ ¡C under 75% RH for 6 months [8]. 2.9. Pharmacokinetic Evaluation The animal studies were performed as per guidelines for the Care and Use of Animals that were approved by the Animal Ethics Committee. Male rabbits (Albino) with average weight of 2.5 kg were housed in standard cage individual, which well ventilated with air, humidity and temperature control. 50 mg equivalent weight of Cilostazol sustained Release Tablets with and 50mg equivalent weight of Cilostazol 50mg IR tablet was administered to 2 groups orally (N = 4) via silicone rubber gastric intubation tube. A wooden rod was kept between the jaws of rabbit’s mouth. A gastric tube was centrally placed over the hole in mouth (21.22). With the help of gastric intubation tube the tablets were administered in to the stomach of rabbit by set on the tip in it. After administered the oral dose, 5 ml of water was given to facilitate the admittance of the tablets. Rabbits were kept fasting over night but access to water ad libitum; In a heparin zed branule (G22, G24) 2 ml of blood samples were collected, which placed in the marginal ear vein , at each of the pre determined times i.e., 0.25 Hr, 0.5 Hr, 1 Hr, 2 Hr, 4 Hr, 6 Hr, 8 Hr and 24 Hr after administration:Samples were transferred to eppendrof centrifuge tube and centrifuged at 3000 rpm for 10 min. The separated organic layer will be collected and evaporate to dryness under a gentle steam of nitrogen gas. The obtained residues will be reconstituted in organic solvent with vortex mixing, from which aliquot will be injected to HPLC system . supernatant plasma was separated and transferred and stored at –20ËÅ ¡C until Analyzed. in to 96 well plate 2.10. In Vivo Data Analysis The maximum plasma concentration (Cmax) and the time to reach the maximum concentration (tmax) were directly obtained from the observed values. The area under the curve up to 24 h after administration (AUC) was calculated by the trapezoidal rule from the observed values. 3. Results and Discussion In this study, the matrix tablets were prepred using various types of polymers and different composition. of polymers (Table 1) of matrix forming polymers (HPMC, sodium CMC and MCC) with the help of granulating agent, PVP was used as Binder. In vitro studies conducted for all the formulations. Extended release of drug was in the order of CW1 Figure 1). Rate of drug release was significant (p Figure 1, CW5). It seems the mechanism is by diffusion method. Physical characteristics of matrix tablets were shown in Table 2. There was no any significant burst effect in the optimized HPMC matrix tablets that showed a low possibility of dose dumping and avoids toxicity (in vivo). The Release kinetics of matrix tablets was determined by fitting the drug release data in different established models they are zero order, first order, Higuchi model, Korsemeyer-Peppas equation.Table 3shows values of regression coefficient, release constant and exponent n. First order release data was not satisfactory. The data suggested that kinetics of drug release of DVF5 was best explained by Korsemeyer-Peppas equation (R2= 0.991, n = 0.60). This indicated combined effect of diffusion and erosion mechanism on the release of drug. The stability results of storing at 25ËÅ ¡C/60% RH and 40ËÅ ¡C/75% RH for 6 months as per ICH guidelines evidenced any change in physical parameters and appearance and very slight change in dissolution pattern. Based on the available stability data 2 years shelf life can be provided. Figure 1. In vitro release profile of Cilostazol SR tablets. Table 2. Drug release kinetic of Cilostazol SR tablet formulations. Next, the stable formula were designated for its in vivo test in rabbit. Plasma concentration and pharmacokinetic parameters after oral administration of formulated ER matrix tablet CW5 and Cilostazol IR tablets 50mg were summarized inFigure 2andTable 3. No sustained blood level was observed after oral administration of the IR formulation. The formulated matrix Tablet (CW5) showed significant lowerCmaxthan the IR formulation (P max(tmaxis 6 hr) as compared with immediate release formulation (tmaxis 0.55 hr). The AUC increased from 11190.30 hr*ng/ml to 295396.49 hr*ng/ml for ER tablets. Values of Cmaxand tmaxclearly indicated that the drug release was sustained to about 24 hours after oral administration in rabbits (n = 4). CW5 Tablets maintained prolonged plasma concentration up to about 24 hours. The sustained plasma concentration of new formulation (CW5) indicates its extended drug release in vivo absorption. The Results demonstrated that the hydrophilic polymers were successfully utilized for formulating Cilostazol extended release matrix tablets. By wet granulated with povidone . Moreover the extended release matrix tablets have a unique advantage of lessening chance of dose dumping and to avoid side effects. The investigated extended release matrix tablets were adequate to maintaining constant plasma level of Cilostazol up to 24 hours in rabbits. Figure 2. Profile shows mean plasma concentration of Cilostazol against time, following oral administration of IR tablets and SR Tablets (CW5) to rabbits. Data are represented as mean  ± SD (n = 4). Table 3. Mean ( ±SD) pharmacokinetic parameters of Cilostazol in Rabbits (n = 4) orally administered with IR tablets and ER tablets CW5 (50 mg). 4. Conclusion A new sustained release formulation of Cilostazol has been developed for its in-vitro drug release and in-vivo absorption. Extended release matrix tablet were found to be an effective to maintain the drug level in plasma. Bioavailability studies can be carried out to assess the usefulness of this formulationand in comparison with existing IR products in the market formulations on healthy human volunteers.

Dorothy L. Sayers’ Gaudy Night Essay -- Gaudy Night

Dorothy L. Sayers’ Gaudy Night When Gayle Wald wrote, â€Å"Sayers’s career writing detective stories effectively ends with Gaudy Night† (108), she did not present a new argument, but continued the tradition that Gaudy Night does not center on the detective story.   Barbara Harrison even labeled Dorothy Sayers’s Lord Peter/Harriet Vane books, Strong Poison, Gaudy Night, and Busman’s Honeymoon, as â€Å"deliriously happy-ending romances† (66).   The label stretches the definition of a romance, but Gaudy Night indeed has very little to do with crime.   Sayers encrypted the real story within her detective novel.   This story behind the story narrates love and human relationships.   In fact, the crimes in Gaudy Night only supply a convenient way for Sayers to place Lord Peter and Harriet Vane on equal footing to bring closure to their relationship.   So the story does not focus on the solving of a crime, at least from Sayers’s point of view.   Lord Peter, how ever, sees it differently.   As a character in the book, rather than the omniscient writer, Lord Peter, in fact, obsesses about solving the crime.   Sayers underlines this conflict between the writer and the detective by making us see Lord Peter entirely through the eyes of another character, Harriet Vane.   In Gaudy Night,   Sayers also provides the reader with a weak plot, at least compared to the rest of her opus, and a lack of details concerning the mystery, especially the content of the letters.   The story itself contradicts one of Sayers’s long held beliefs, that mystery and love stories do not, and should never, mix.   These facts, coupled with the grandiose detail given to us about Peter and Harriet’s personal interaction, show that Sayers had her mind more on love than on crime.   ... ...dy Night.   London:   V. Gollancz, 1951. Sayers, Dorothy L.   â€Å"Gaudy Night.†Ã‚   The Art of the Mystery Story:   A Collection of Critical   Ã‚  Ã‚   Essays.   Ed. Howard Haycraft.   New York:   Simon and Schuster, 1946.   208-221. Sayers, Dorothy L.   â€Å"The Omnibus of Crime.†Ã‚   Detective Fiction:   A Collection of Critical   Ã‚  Ã‚   Essays.   Ed. Robin W. Winks.   Englewood Cliffs, New Jersey:   Prentice Hall, 1980.   53-83. Vane Dine, S. S.   â€Å"Twenty Rules for Writing Detective Stories.†Ã‚   The Art of the Mystery Story:   Ã‚  Ã‚   A Collection of Critical Essays.   Ed. Howard Haycraft.   New York:   Simon and Schuster, 1946. 189-193 Wald, Gayle F.   â€Å"Strong Poison: Love and the Novelistic in Dorothy Sayers.†Ã‚   The Cunning   Ã‚  Ã‚   Craft:   Original Essays on Detective Fiction and Contemporary Literary Fiction.   Ed. Ronald G. Walker and June M.   Ã‚  Ã‚   Frazer.   Western Illinois University, 1990.   98-108.

Keller Williams One Man Band :: essays research papers fc

Imagine attending a concert in which if you were to close your eyes, you would assume that the music you are hearing is being created by a cast of band members, each playing their respective instruments. Contrary to your assumptions, however, this band only consists of one member. Keller Williams, dubbed by critics as a one-man-band, is one of a kind both in his musical talent and his solo act. Very few solo musicians have mastered such a multi-dimensional sound and captivating live show as Keller, making him standout amongst today’s musicians. Keller’s ability to perform improvisational live shows, form a large and dedicated fan base, and share the beliefs and attitudes of the hippie generation has given him the musical identity of the jam band genre in addition to his personal identity of being a solo act.   Ã‚  Ã‚  Ã‚  Ã‚  Keller grew up in of Fredericksburg, Virginia and first began performing at the early age of 16. Without any formal teaching, he taught himself how to the play the guitar, mimicking the styles of his role models John Fahey, Leo Kottke, and the late Michael Hedges. Williams started out playing in bars and restaurants in his hometown. He played in various bands to help him get a feel for his own skills. After doing so, he decided that a band would not suite the type of music path he was set out for and quickly decided to take a more solo-oriented route. The type of music Keller creates fuses elements of rock, funk, jazz, folk, bluegrass, and techno. His lyrics are â€Å"usually lighthearted, inventive and conjuring images of a twisted reality† (â€Å"Keller Williams Bio†). It is these characteristics, combined with the looping techniques that he uses to create a full-band sound with only himself on stage, which is what further distinguishes Williams fr om all other musicians.   Ã‚  Ã‚  Ã‚  Ã‚  Placed in the genre of jam bands, Keller is able to create a solo jamming experience with the use of his arsenal of various instruments. Keller was â€Å"introduced to looping techniques by ‘Flecktones’ bassist Victor Wooten,† which he now uses â€Å"to build a full-band sound with only one man on stage† (â€Å"Keller Williams Brings†). A typical song will begin by Williams playing a guitar riff which he will then â€Å"loop† so that it repeats continuously. Next, he might pick up another guitar, of which he has collection numbering eight or so, and record another riff which he will loop on top of the original riff.

An Account of Racial Inequality in Langston Hughes Freedom Train :: Hughes Freedom Train Essays

An Account of Racial Inequality in Langston Hughes' Freedom Train "Freedom Train" by Langston Hughes is a powerful and eye-opening account of racial inequality in the early Twentieth century. Hughes poem is filled with a sense of irony but also hope towards the future. This tongue-in-cheek look at the so-called "Freedom" Train is a powerful image. Langston Hughes included important ideas in a simple and original way. Hughes was writing at the height of the Harlem Renaissance and his focus remained on issues faced by African Americans, but he did not dwell on the injustices. "Freedom Train" and other writings of Langston Hughes had a very hopeful tone. The poem, written in 1947, was produced in a time surrounded by war, patriotism, and also racism in America. World War II was ending and patriotism was at a high. The title, "Freedom Train" was coined from a locomotive that carried the Constitution, Declaration of Independence, and other important American documents on a tour across the United States. People were free to visit this train when it arrived in their town. This was one example of growing patriotism after World War II. The irony of this poem is, as Hughes points out, the fact that the American people were celebrating this Freedom Train and documents assuring our freedom, while African Americans were still not even considered equal citizens by most white Americans. Racism was still common and blacks were still treated as inferiors. These injustices are what Hughes is concerned with. Hughes cannot fathom this as the "Freedom" Train because he has no real sense of freedom, but he is hopeful and looks to the future. Hugh asks, "How can this be a Freedom Train?" He remarks that he cannot even sit in the white man's railroad car that, at the same time, is encouraging freedom. The irony is unbelievable. Hughes is, in a sense, waiting for his own freedom train in a much deeper sense. By taking this poem one section at a time, and looking at the historical significance, one discovers these important links and u nderlying messages conveyed by Langston Hughes. Langston Hughes gives us an African American view on many issues that were important during this time. He writes in a very sarcastic manner when speaking of the Freedom Train.

Amish Clash of Cultures Essay

The Amish in America – Clash of cultures Amish look like they stepped out of the rural 19th Century. Some 200,000 Amish people live in above 20 US states and in the Canadian region of Ontario and also in different parts of the world like Australia. The Amish are the most traditional and religious Old Order groups, people ride horses and buggies rather than cars and have no telephones or electricity in their homes. Amish believe that the community is at the heart of their life and faith, and that the way to salvation is to live as a loving community apart from the world. Witness is a 1985 American thriller film directed by Peter Weir and starring Harrison Ford and Kelly McGillis. The screenplay by William Kelley, Pamela Wallace, and Earl W. Wallace focuses on a detective protecting a young Amish boy who becomes the target of a ruthless killer after he witnesses a murder in Philadelphia. The film is mainly about clashing of two ideologies. These ideologies are those of the Amish, and of the modern English as the Amish ideals are in direct contrast to the American consumerist ideas. The two worlds come together when Book drives Rachel to her father in Eli’s house. There are many scenes that highlight the clash of cultures starting with the first scene in which Samuel and Rachel are in their stock black Amish clothes, at the train station. They stand out since they aren’t wearing bright clothing like everyone else. Costume is an important film technique, as it shows the contrast between Amish and the English. The costume is also clear in the scene in where Book is wearing Amish clothes, which are Rachel’s dead husbands clothes, and Book says, â€Å"How do I look? † and Rachel responds by saying â€Å"You look plain†. This is seen as a compliment, and her accepting him, also him accepting the way of the Amish. A key scene where book gives back the gun to Rachel after taking it from her shows the clash of the cultures and book trying to fit in with the Amish. This scene is important since book is trying to accept the Amish culture. It is further shown in the diner scene, where Samuel and Rachel are wearing their plain clothes, and doing grace in the city. Sam and Rachel stare at book as he eats his food without saying grace furthermore he is the man so he should say it. Book is not used to these morals so this shows the culture clash between them. The scene ends by Rachel saying grace then eating their food. Another key scene is the scene in which Eli, Rachel, Samuel and also Book are sitting on the dinner table in Amish land, Book picks up his cup of coffee takes a sip and says â€Å"honey that’s great coffee† they all gaze at him and he then says â€Å"it’s a joke.. on television†. He realizes that they don’t watch TV and there you can see the culture clash. The scenes where the car is in the farm shows the culture clash between the English and the Amish since they don’t use cars or any technology. Also the part when Rachel is dancing with Book in the barn since she is not allowed to dance with strangers or use the technology. A major scene is the tourist scene in this Book witness’s one of the Amish people getting picked on by the tourists in which he gets ice-cream put all over his face. Eli who is sitting beside Book in a different buggy then the other Amish says â€Å"this is not our way† Book replies â€Å"but it is my way†. Book gets out and beats up the tourist. This scene demonstrates the clash of cultures. The biggest issue that highlights the clash of cultures is the relationship between Rachel Lapp and John Book. They are very different people. Rachel refuses to accept the violence that now surrounds her because of the murder and Book, and she blames Book, saying â€Å"I just don’t like my son spending all this time with a man who carries a gun and goes around whacking people†. Their relationship develops through the movie, and she is torn between her feelings for Book, who is dangerous, and different to what she is used to, and her responsibility to the Amish rules, her family and the church.

The Kroger Company

The Kroger Company is an Ohio tightd seller and shaper of grocery crossings with over 2,000 retail exposelets natural covering 24 states. There atomic number 18 x Kroger trade Areas that report to Headquarters in Cincinnati, Ohio. The Michigan Kroger Marketing Area covers the verbalise of Michigan with offices in Livonia. The Livonia office supports 83 retail stash aways in the state with topical anaesthetic Marketing, Product Procurement, Personal Training, Merchandising, Market research and Facility Engineering. The role of a bring out v extirpateee for Kroger requires many management skills.The purchaser has to depend on many varied case-by-cases to startle harvest-home from the field to the men of shoppers. The individuals the gravel purchaser deals with accommodates people privileged Kroger and outside organizations such as growers, distributors, brokers, jobbers and truckage companies. The realize buyers responsibilities let in procurement of harve st-time, pricing of product, shipping of product, retail-merchandising direction, prevision and evaluating department performance. The green groceries emptor necessitate to examine duple items to develop the contrive for getting produce to the consumer.The first standard is development an Ad- image to meet their gross sales and advance objectives. The design of an Ad- final cause requires current knowledge of foodstuff place conditions, competition checks, last socio-economic classs ad-plans, last years sales and nominal head reports, and sales coming upons. Market conditions imply product availability, seasonal products, quality of product, festering fields, and product and transportation cost. Analyzing the competition involves tour competitors retentivenesss and surveying their advertisements from prior years.Reviewing Krogers previous year advertisements assists in developing a base for an force-outive Ad-plan. The determination of sales and lawsuit repor ts supplies performance of the Ad-plan implemented for the same period period last year. The sales run into involves the gathering of all merchandising directors and local anaesthetic VPs to coordinate the process of developing an overall Ad-plan for the Michigan Kroger Marketing Area. The Ad-plan meeting is spendd to adopt adjustments and corrections to come through the sales goals and objectives for the broad(a) organization.The Produce Buyer needs to make use of multiple forms of discourse to perform their nonchalant duties. The use of email and faxes be mechanisms to help ease the procurement process. Email is employ to get market conditions from various parts of the country, send out purchase orders, confirmation of orders, interoffice communication, store communication and vendor solicitations. Received faxes supply market conditions for the country, vendor solicitations, response to product recalls and sentiment orders.The phone is used to contact stores more o r less quality problems, receive detailed feedback from brokers, make product orders, schedule meetings, and locate after-hours deliveries. The two key organizing functions a Produce Buyer would use to hit communicate goals be developing Sales Plans and subdivision Layouts. The Sales Plan and Department Layouts declare oneself stores with information on where and how to showing products and gives them guild guidelines. This information is used to figure what to debauch and how much product should be purchased.The lieu of product within a store has a direct effect on the amount of product that bequeath be sold. Placing bananas on the end of a display piece will move remedy than if placed between apples and pears. The growing area would have a direct effect on the quality and appearance of the product that could result in an increase or a decrease in sales. If Floridas strawberries lacked color, thusly the determination would be do to purchase from the colorful Californ ia variety show to produce the needed sales.The process of establishing standards, goals and targets, bar performance and identifying deviations for the Produce Buyer are the guidelines for a manager to insure plans are carried out or modified to chance on the organizations strategy. The sales plan is decide by the Produce Buyer as a wight for the store produce department manager to use as a guideline to come upon the target goals for the buyer. The sales plan supplies the demand merchandising standards for the stores to help maximize sales. These include special product handling, ordering specifications, growth layout and cross merchandising tips.The buyers performance is gauged by monitoring product movement on a daily basis, by hebdomadly sales reports that repeat the previous weeks retail sales and take in and comparison of these figures to the set cipher. The other gauge used is the load report to evaluate actual movement versus projected movement of the week. The s ales plan requires adjustment when projected sales and profit are not met for the week. To compensate for not achieving the weeks targets the following weeks sales plan must(prenominal) be modified in an private road to meet the goals.The Buyer uses a budget as a control brute to set goals for sales, expenditures, and profits. At Kroger, the Buyer strives to achieve both a sales one dollar bill goal and a profit percentage goal. These goals are set up in four-week increments called periods. There are thirteen periods in a calendar year. The first note in the budgeting process is to develop a sales forecast and sales budget. In the Kroger organization, all(prenominal) of the ten Marketing Areas controllers are given a budget by the Cincinnati corporate office for their division.The controller in turn requires that the Merchandising Director of each department submit a sales and rate for the entire year broken down by period. The directors need to pack economic conditions, co mpetitors actions, and seasonal fluctuations to tick an ideal forecast. Once the Directors have completed their departmental budgets, they return them to the controller for their review. The controller will apply these budgets to the planned budget for the Marketing area and if needed, the Directors may be pass along to fine tune their projections in a drive to meet the needs of the entire company.It is the ultimate responsibility of the controller to ensure the Marketing Area stays on the correct path to return the pass judgment results. The Buyer uses the budget set by the Director of the department as a guideline in planning, organizing, and controlling procurement activities. An operating report is issued at the end of each period, which summarizes the sales, revenues, and expenses and compares actual results to projected budget. The Buyer uses the operating report as tool in measuring performance.The role of the humans Resources department at the Kroger company is staffin g, compensation, performance, safety, tuition and development, and labor relations. Many of these functions can be applied to the role of a Produce Buyer in the organization. The job commentary for a Buyer is a collaborated effort between gentlemans gentleman Resources and the Director of Produce Merchandising. The Human Resources Department acts as a filter in screening out applicants for the buying position who do not meet the minimum requirements of the position.Training programs and workshops are facilitated by Human Resource effect and are focused on strengthen a Buyers captain and personal growth. A Buyers Performance Review is normally administered by the Director of Produce Merchandising and then a copy of the performance review and objectives is reviewed and filed in the Human Resources office. The information on the Performance review is use to determine the promotability of a Buyer. Key information colligate to promotability is highlighted on a Successive formulati on map in the corporate Human Resources office in Cincinnati.The Planning Chart lists all management personnel in the company and is used to determine when an individual is ready to be promoted and to what position. This process is used when filling a vacant buyers position. A Kroger Buyer is face up with individual and group decision-making each day. weather conditions, late truck arrivals, product quality, and product quantities can cause problems where a Buyer would need make a decision. In many of the cases, due to the highly spoilable nature of the commodity, decisions need to be do quickly.

Quality of Education

10 A memorial OF THE AECTS DEFINITIONS OF studyal plan Alan Januszewski h e State University of invigorated York at Potsdam Kay A. Persichitte University of Wyoming Introduction The take of this chapter is to erect a historical context for the under elbow room dei nition of educational plan. We will do this in several(prenominal) stages. First, we will re placement the primary break ups and get hold ofations for dei ning educational applied science. h en, we will re celestial horizon each of the four forward dei nitions, paying single-valued functionicular attention to the primary gets include in each dei nition.We will examine the context and logicales for purposes made regarding each of theast southeast primary models. We will withal preast southeastnt rough of the historical criticisms of the dei nitions which provided the impetus for ever-changing the dei nitions. h e criteria and purposes for producing a dei nition were discussed at the clipping of the wri te of the i rst dei nition in 1963. A copasetic dei nition of educational activityal applied science will let us i nd common shew, will volunteer tomorrows horizons, and will onlyow for a variety of patterns that specii c individuals whitethorn follow in specii c institutions . . Research essential be intentional in sides of clear reasonableness of focussingal engine room. Superintgoalents of naturalises argon requesting criteria for fresh personnel ER5861X_C010. indd 259 ER5861X_C010. indd 259 8/16/07 62422 PM 8/16/07 62422 PM260 JANUSZEWSKI AND PERSICHITTE infallible in various phases of dictational value. Teacher-education institutions need helper in planning courses for pre-service and in-service instruction that will provide the skills and understanding which will be required in tomorrows classrooms . . Let us involve the criteria for drillful dei nitions. h ey should (a) clarify the commentary of the i geezerhood in ordinary diction (b) sum up existing companionship (c) mediate finishs of k now leadge to unsanded situations and (d) lead to fruitful lines of experimental inquiry. . . . h is melodic theme aims to provide a consorting dei nition for the i historic period of instructional engine room which will serve as a framework for incoming findments and lead to an improvement in instruction. (Ely, 1963, pp. 8) h ose involved in the writing of the 1963 dei nition obviously believed that at that place were a lot of liaisons to consider when dei ning educational engine room. Or put dif erently, the existence of such(prenominal)(prenominal) a dei nition would have far reaching consequences, mosttimes with implications that the authors might non intend. Acknowledging this opened the door to criticisms of the dei nitions and the purposes cited for redei ning educational engineering science. h e authors of subsequent dei nitions all seemed to adhere, at least in part, to the purposes and criteria identii ed in the 196 3 dei nition.The 1963 description h e lead of the Association for educational communications and engineering (AECT) recognized the 1963 dei nition of audiooptical aid confabulation surmise as the i rst formal dei nition of educational applied science (AECT, 1977). h is dei nition, the i rst in a serial government issue of four oi cially sancti angiotensin converting enzymed dei nitions, was break uped by the heraldic bearing on Dei nition and Terminology of the Department of audiovisual command (DAVI) of the National Education Association (NEA) and withstand by the Technological Development Project (TDP).In 1963 audiovisual dialogue sup stick to in was the label that was ingestiond to show the i years as it was evolving from the audiovisual education collide with to educational engineering audiovisual communication opening is that branch of educational abstract and behave in the first place bear on with the fig and expend of messages which control t he acquire serve. It undertakes (a) the study of the peculiar and relative strengths and weaknesses of twain pictorial and nonrepresentational messages which may be employed in the acquisition work at for any purpose and (b) the structuring and dodgeatizing of messages by men and instruments in an educational environment. ese undertakings ER5861X_C010. indd 260 ER5861X_C010. indd 260 8/16/07 62423 PM 8/16/07 62423 PM10. A accounting OF THE AECTS DEFINITIONS OF EDUCATIONAL TECHNOLOGY 261 include the planning, wargonion, selection, perplexity, and employ of some(prenominal) comp unmatchednts and entire instructional organizations. Its practical design is the ei cient utilization of every method and medium of communication which can contri notwithstandinge to the study of the learners full potential. (Ely, 1963, pp. 1819) A foot invoice that was include as part of this dei nition read the audiovisual communication hypothesis label is delectation at this time as an expe dient.Anformer(a) designation may evolve, and if it does, it should consequently be substituted (p. 18). abstract Shit s Signaled in Dei nitions h ere argon terce major abstract shit s that contri besidesed to the formulation of the dei nitions of educational applied science as a scheme (1) the economic consumption of a physical affect thought rather than a product purpose (2) the apply of the basis messages and media instrumentation rather than materials and machines and (3) the introduction of certain(a)(p) elements of discipline surmise and communication speculation (Ely, 1963, p. 19).Understanding these trey ideas and their impact on each other is crucial to understanding the idea of educational applied science in 1963. A technological invention of the audiovisual i geezerhood clapperc faithfulnessed for an emphasis on service, making the conventional product thought of the i long time of educational engineering science untenable. h e outfit belie ved, h e traditional product systemion in the audiovisual i long time affects the things of the i years by marking machines, de stipulationination of particular grits, and qualitys of materials by degrees of abstractness and/or concreteness (Ely, 1963, p. 19).Members of the committee preferred a lick idea of the i age which include the planning, production, selection, watchfulness, and utilization of both comp angiotensin-converting enzyments and entire instructional systems (p. 19). h is c ar for imagination as thoroughly emphasized the human relationship amid events as dynamic and continuous (p. 19). h e Commission argued that materials and machines were things or products and opted not to use those hurt in the dei nition. Instead, the Commission apply the legal injury messages and instruments. h e Commission further argued that materials and machines were interdependent elements. A motion picture and projector atomic number 18 inseparable as are all oth er materials requiring machines for their use (Ely, 1963, p. 19). One was of atomic practical use without the other. h e Commission utilise the archetype of media instrumentation to explain instruments. h e Commission said, Media-instrumentation indicates the ER5861X_C010. indd 261 ER5861X_C010. indd 261 8/16/07 62423 PM 8/16/07 62423 PM262 JANUSZEWSKI AND PERSICHITTE transmittal systems, the materials and devices acquirable to carry selected messages (Ely, 1963, p. 20). e concept of media instrumentation the likes ofwise include the quite a little who utilize the instruments in the educational environment as well as the transmission systems. h e idea that both people and instruments even outd media instrumentation was found in the encom tosser concept of the man-machine system (Finn, 1957). In word of honors of the relationship and integration of schooling system and communications speculation to instructional applied science, the Commission stated, real elements o f study hypothesis and communications theory of er potential contributions to the i years of educational engineering science e. . , source, message, channel, receiver, ef ects, stimulus, organism, repartee (Ely, 1963, p. 20). h e Commission integrated instruction theory and communications theory by identifying and have the dickens systems rudimentary to the bring view of the i years the encyclopaedism-communicant system and the educational-communicant system. h ese both systems use concepts from both encyclopaedism and communications theories that define and specii ed the roles of the individuals involved in the use of these systems. e learnercommunicant system refers to the student population and the educationalcommunicant system refers to the master copy persons in the school (p. 23). h ese two systems could be of any size, ranging from a single classroom to large school systems (Ely, 1963). Merging the two communicant systems into a single model of the educationa l form provided the i years of audiovisual communications with a a priori framework (Ely, 1963) and a model that allowed educational applied science to be viewed as a conjectural construct (AECT, 1977). e unfat theaterd doctrine advanced by the writers of the i rst dei nition was that it was a branch of educational theory and coiffure. h e word theory was peculiarly all-important(prenominal) in this dei nition because it had a special set in the history of the audiovisual i geezerhood, because of the office that it conferred on the i days, and because of the expectation for further search to inl uence the ontogenesis of that theory. Finns Characteristics of a Profession e 1963 dei nition was heavily inl uenced by James Finns (1953) hexad characteristics of a trading (a) An noetic technique, (b) an application of that technique to the practical af airs of man, (c) a period of yearn training necessary forward entering into the transaction, (d) an connector of t he particles of the occupation into a closely knit theme with a high quality of communication ER5861X_C010. indd 262 ER5861X_C010. indd 262 8/16/07 62424 PM 8/16/07 62424 PM10.A taradiddle OF THE AECTS DEFINITIONS OF EDUCATIONAL TECHNOLOGY 263 mingled with members, (e) a series of standards and a controversy of respectable motive which is enforced, and (f) an organized luggage compartment of adroit theory ever expanded by inquiry. (p. 7) Of these six characteristics of a traffic, Finn (1953) argued that the well-nigh fundamental and close important characteristic of a work is that the skills involved are founded upon a body of apt theory and inquiry (p. 8). Having established the immensity of theory and seek for a profession, Finn further explained his position by adage that . . this systematic theory is constantly being expanded by query and opinion indoors the profession (p. 8). Finn was arguing that a profession conducts its own research and theory developm ent to equilibrate the research and theory development that it adapts/adopts from other pedantician areas. If educational engine room was to be a truthful profession, it would have to conduct its own research and develop and its own theory rather than borrowing from much than established disciplines like psychology.Finn (1953) evaluated the audiovisual i days against each of the six characteristics and de confinesined that the audiovisual i long time did not put up the most fundamental characteristic an organized body of dexterous theory and research. When the audiovisual i years is measured against this characteristic . . . the conclusion must be reached that master copy confines has not been attained (Finn, 1953, p. 13). h is furrow was mostly accepted by, and had a profound ef ect on, the leadership of the audiovisual i days in the slow 1950s and early 1960s.Finn (1953) laid a design that the audiovisual i age was troubled by a wish of notional direction (p . 14). He attributed this to a escape of content and the absence of intellectual meat (p. 14) in the contemporary meetings and pro journals of the i eld. In his argument promoting the development of a theory-based base for the audiovisual i eld, Finn warned, Without a theory which produces hypotheses for research, in that respect can be no expanding knowledge and technique.And without a constant take on to assess approach pattern so that the theoretical implications may be beleaguer out, in that respect can be no agency that we will ever have a theory or that our practice will make sense. (p. 14) Finn apply his career to rectifying this dei ciency in the i eld, and the resulting impact of his work on the 1963 dei nition is evident. Advancing an argument that audiovisual communications was a theory was an prove to address the neglect of content cited by Finn (1953). e Commission identii ed the planning, production, selection, management, and utilization of both comp anent s and entire instructional systems (Ely, ER5861X_C010. indd 263 ER5861X_C010. indd 263 8/16/07 62424 PM 8/16/07 62424 PM264 JANUSZEWSKI AND PERSICHITTE 1963, p. 19) as tasks performed by practitioners in the i eld directly tie in to Finns (1953) word of the intellectual technique of the audiovisual i eldFinns i rst criterion for a profession. e i rst oi cial dei nition of educational applied science can be viewed as an attempt to bring together remnants of theory, technique, other faculty member research bases, and history contained in the audiovisual literature, into a logical line of reasoning closing the gap on the poverty of thought (Finn, 1953, p. 13) that characterized the audiovisual education movement. h e growth of audiovisual communications (and later, educational engineering science) as a theory began to add intellectual meat to audiovisual practice.By merging the audiovisual communications concept with the treat penchant of the i eld into a novel intellectual technique grounded in theory, the Commission streng thened the professional practice and of ered a direction for further growth as a profession. Emergence of a butt View include among the to a greater extent featureors contributing to the development of the process view of educational applied science were the two beliefs held by the most inl uential and big individuals involved with the audiovisual i eld (1) that engineering science was primarily a process (Finn, 1960b) and (2) that communication was a process (Berlo, 1960 Gerbner, 1956). e abstract view of educational engineering as a way of thinking and a process was established by the 1963 dei nition. h e intention of the Commission that produced the i rst oi cial dei nition of the i eld was to dei ne the broader i eld of instructional engine room which incorporates certain verbalisms of the established audiovisual i eld (Ely, 1963, p. 3). Not unexpectedly, the 1963 dei nition drew some critique as it was applied to the emerging i eld of the 1960s and 1970s.Prominent individuals involved with audiovisual education, such as James Finn (1957 1960a) and Charles Hoban (1962), had forwardly utilize the end point engine room when referring to the activities of the audiovisual i eld. Donald Ely (1973 1982) observed that the use of the word control in the 1963 dei nition was enigmaatic for many individuals involved with educational engineering science. Ely (1982) explained, h e unafraid behavioral emphasis at the time seemed to call for the word control (p. 3).He noted that the word drive on was substituted by many professionals to make the dei nition more palatable (Ely, 1973, p. 52). Perhaps equally important was the bank by members of the i eld to move away from a behaviorally based psychology to a more homosexualistic psychology (Finn, 1967). ER5861X_C010. indd 264 ER5861X_C010. indd 264 8/16/07 62424 PM 8/16/07 62424 PM10. A explanation OF THE AECTS DEFINITIONS OF EDUCATIONAL TECHNOL OGY 265 Criticisms of the 1963 Dei nition As noted in the introduction, no one dei nition can be the dei nition, and there were criticisms of the 1963 dei nition.James Knowlton (1964), a faculty member at atomic number 49 University, was a consultant for the 1963 Commission on Dei nition and Terminology. In an essay that reviewed the 1963 dei nition, Knowlton stated that the dei nition itself was couched in semiotical name (p. 4) but that the conceptual structure used in the rule for the 1963 dei nition was couched in eruditeness theory terms and this disjunction produced some surprising anomalies (p. 4). Knowltons argument was based on a need for conceptual and semantic consistency in the dei nition.Knowlton argued that failing to pas de deux the language of the dei nition with the language of the conceptual structure in the rationale resulted in a commonplace lack of clarity about this new concept. h is lack of clarity in turn caused confusion in the direction of research a nd practice in the i eld. Less than a decade later, Robert Heinich (1970) saw a need to redei ne the i eld of educational engineering for two reasons. First, he was deprecative of the communications based language used in the 1963 dei nition. Heinich argued that this language was too complicated for school personnel to say and apply.Second, Heinich argued that the power to make many of the decisions regarding the use of engineering science in schools should be transferred from the teacher to the curriculum planners. Heinichs argument for changing the dei nition was based on both linguistic concerns and evolutionary miscellanys in the functions of practitioners in the i eld. Heinich promoted an advancement to schooling where specialists would decide when and where schools would use engineering science. h is position was dif erent from that which was discussed in the rationale for the 1963 dei nition.In the rationale for the 1963 dei nition, teachers were viewed as partners o f educational technologists rather than as their subordinates (Januszewski, 2001). Forces Impelling a New Dei nition Other contemporary issues emerged which began to inl uence the i eld. h e give out of the presidential Commission on instructional engine room (1970) stated that instructional technology could be dei ned in two ways In its more long-familiar sense it means the media natural of the communications revolution which can be used for instructional purposes alongside the teacher, text watchword and blackboard.In general, the Commissions cover up follows this usage . . . the commission has had to look at the pieces that ER5861X_C010. indd 265 ER5861X_C010. indd 265 8/16/07 62425 PM 8/16/07 62425 PM266 JANUSZEWSKI AND PERSICHITTE make up instructional technology television, i lms, overhead projectors, computers and the other items of computer hardware and inebriate ware. (p. 19) h e second and slight familiar dei nition . . . (instructional technology) . . . s a systema tic way of designing, carrying out, and evaluating the perfect process of learning and teaching in terms of specii c determinationives, based on research in human learning and communication and employing a particularion of human and nonhuman resources to bring about more ef ective instruction. (Commission on instructional Technology, 1970, p. 19) educational technology professionals serveed to this draw in a special section of audiovisual communication theory Review (1970). h e professional reviews of the government report were mixed at best. Ely (Ely et al. 1970) of siege of siege of siege of Syracuse University thought that the Commissions overall ef ort was applaudable minded(p) its lot y charge. Earl Funderburk (Ely et al. , 1970) of the NEA called the recommendations a balance program. just David Engler (Ely et al. , 1970) of the McGraw-Hill Book Company disapproved of the Commissions ef ort to relegate the process-based dei nition of instructional technology to some future role. Leslie Briggs (Ely et al. , 1970) of Florida State University accused the Presidential Commission of providing a two-headed image of instructional technology by stressing both a hardware and a process orientation of the concept. e contributors to this special section of audiovisual Communications Review (1970) were generally dissatisi ed with the two-headed orientation primarily because of the confusion it might cause among the potential thickening groups of educational technology. h ey viewed the hardware orientation fortunate by the Presidential Commission as a setback for the profession. It meant the unsatisfactory return to the audiovisual aid and technology as machine conceptions of educational technology. h is orientation also implied the de-emphasizing of research and theory. authorisen these professional discussions and developments, professionals in the i eld believed that a new dei nition of educational technology was necessary. The 1972 comment By 1972, through evolution and mutual agreement, the DAVI had be experience the AECT. Along with the presidencyal change came a change to the dei nition. ER5861X_C010. indd 266 ER5861X_C010. indd 266 8/16/07 62425 PM 8/16/07 62425 PM10. A archives OF THE AECTS DEFINITIONS OF EDUCATIONAL TECHNOLOGY 267 h e newly formed AECT dei ned the term educational technology rather than the term audiovisual communications aseducational technology is a i eld involved in the facilitation of human learning through the systematic identii cation, development, organization and utilization of a full range of learning resources and through the management of these processes. (Ely, 1972, p. 36) As a member of the group that wrote several of the early drat s of the 1972 dei nition, Kenneth Silber (1972) was roaring in including changes in many of the roles and functions of the practitioners of the i eld as part of that dei nition.Silber introduced the term learning system which combined ideas of the open classro om movement with some of the concepts of educational technology. alike(p) Heinichs (1970) perspective, Silbers (1972) learning system (p. 19) suggested changes in the roles of the teacher and the educational technologist. contrasted Heinich, Silber supported the idea that learners should make many decisions regarding the use of educational technology themselves. Educational technologists would produce a variety of programs and designs that learners would use or adapt to meet their own long-range learning destination (p. 1). Silbers position was that the teacher should be more a facilitator of learning and less a teller of information. A Dei nition Based on h ree Concepts h ere are deuce-ace concepts central to the 1972 dei nition characterizing educational technology as a i eld a broad range of learning resources, individualized and personalized learning, and the use of the systems approach. It is these triad concepts, when synthesized into a total approach to help oneself le arning, that create the uniqueness of, and thus the rationale for, the i eld (Ely, 1972, p. 7). Examining these lead concepts along with the idea of educational technology as a i eld is crucial to understanding the AECTs (1972) dei nition of educational technology. It is in particular important to recognize that dif erent commentarys of these three concepts would result in dif ering conceptions of the i eld through the attached three decades. h e dif erent interpretations and relative emphases of these concepts were repayable in large part to dif erences in educational philosophy and educational goals.Dif ering interpretations of these concepts would also have the more seeable ef ect of substantially dif erent products and processes developed in the i eld. h e writers of the 1972 dei nition seemed to be aware that the major concepts could be interpreted dif erently, and they seemed to be interested ER5861X_C010. indd 267 ER5861X_C010. indd 267 8/16/07 62426 PM 8/16/07 62426 P M268 JANUSZEWSKI AND PERSICHITTE in including individuals with dif erent philosophical and academic backgrounds in the i eld. e writers of the 1963 dei nition and its supporting rationale seemed less concern with accommodating divergent educational philosophies. Perhaps this was due to the fact that the 1963 dei nition was the i rst formal attempt to dei ne educational technology. Such an under taking was formidable enough. Perhaps it was because the writers of the 1972 dei nition paid more attention to the discussions of educational philosophy in the literature from the rest of the i eld of education.Perhaps it was because the 1963 dei nition viewed educational technology as an educational theory and, potentially, as an educational philosophy itself. Regardless, there is no doubt that by 1972, the authors of the dei nition of educational technology chose to consider educational technology a i eld of study and not as a specii c theory (Januszewski, 1995, 2001). Educational Techno logy as a Field h e decision to refer to educational technology as a i eld of study rather than a theory or a branch of theory had at least four results (1) we acknowledged that there was more than one theory of educational technology, ore than one way to think about the role(s) of educational technology (2) the dei nition prompted signii cant philosophical discussions by members of the profession (3) the use of the word i eld encompassed both the hardware and process orientations of instructional technology heard by the Presidential Commission (1970) and (4) this dei nition was based on the perceptible elements (Ely, 1972) that people could observe. e 1972 dei nition immanently dei ned educational technology by role and function rather than as an abstract concept, as was the case for the 1963 dei nition, where educational technology was viewed as a theory. h e concept of i eld has been a thorny one for educational technologists. Like many areas of study within education, it is v ery dii cult to discuss educational technology without using the word i eld as a descriptor. Certainly audiovisual professionals used the term to describe the audiovisual i eld before the terms instructional technology or educational technology were ever used. e 1963 dei nition statement often used i eld (Ely, 1963) to move the discussion along, even though it was argued that educational technology was a theory or branch of theory. On the surface, the use of i eld seems a rather ineluctable semantic hassle when speaking of educational technology. just it is signii cant that the writers of the 1972 dei nition chose to use i eld rather than theory in the dei nition because the use of the word i eld established a territory. It also provided certain legitimacy to ef orts to advance ER5861X_C010. ndd 268 ER5861X_C010. indd 268 8/16/07 62426 PM 8/16/07 62426 PM10. A HISTORY OF THE AECTS DEFINITIONS OF EDUCATIONAL TECHNOLOGY 269 both products and processes. h e consequences of this dec ision were anticipated by Finn (1965), who announced Properly constructed, the concept of instructional or educational technology is totally integrative. It provides a common ground for all professionals, no matter in what aspect of the i eld they are working it permits the rational development and integration of new devices, materials, and methods as they come along. e concept is so completely feasible that it will not only provide new status for our group, but will, for the i rst time, threaten the status of others italics added. (p. 193) Criticism of the 1972 Dei nition h e 1972 dei nition was not the object of numerous criticisms as was the 1963 dei nition, probably because it was considered only an interim dei nition (Ely, 1994). Only one such article appeared in the literature of the i eld of educational technologya critique was written by Dennis Myers, then a graduate student at Syracuse University, and Lida Cochran, a faculty member at the University of Iowa (Myers & Cochra n, 1973). e brief analysis by Myers and Cochran (1973) articulated at least i ve dif erent criticisms. First, they proposed including a statement in the rationale for the dei nition stating that students have a right of entree to technological delivery systems as part of their steadfast instruction. Including such a statement follows from Hobans (1968) discussion on the appropriateness of technology for instruction in a technological society. Second, Myers and Cochran argued that the 1972 dei nition statement was weakened by neglecting to include a theoretical rationale for the dei nition. is criticism, which flop pointed out that the dei nition is lacking a unii ed theoretical direction, supported Heinichs (1970) assertions in his philosophical view of the i eld. In a third point, Myers and Cochran (1973) criticized the contain role that the educational technologist was provided in the description of the systems approach provided in the dei nition. In a quaternate point, they discussed the shortcomings of the linguistic process used to discuss the domains and roles in educational technology.Perhaps the most interesting point made in this analysis implicated the relationship of educational technology to the rest of the i eld of education. In noting the occupation of dei ning the i eld by the functions performed, Myers and Cochran (1973) pointed to the importance of considering the purpose of education. ER5861X_C010. indd 269 ER5861X_C010. indd 269 8/16/07 62426 PM 8/16/07 62426 PM270 JANUSZEWSKI AND PERSICHITTE What is important is that certain functions get make in education. h at generalization is important because it conveys an attitude that transcends narrow professional nterests and strikes a note of community and cooperativeness, qualities which are essential to the solution of problems facing education and society. (p. 13) Here, Myers and Cochran (1973) seemed to be chastising the writers of the 1972 dei nition for being overly concerned with i ntellectual territory and the roles performed in the i eld of educational technology. h is particular criticism lose only a little of its sharpness when it was viewed in light of earlier comments made about the inappropriateness of the limited role assigned to educational technologists in the dei nition (Januszewski, 2001).In summary, by 1972, the name of the concept had changed from audiovisual communications to educational technology. h e organizational home for professionals in the i eld had changed name from DAVI to AECT. h ere had been substantial changes in our schools, hardware, and other technological innovations during the golf-club years since the writing of the i rst dei nition. Educational technology was now identii ed as a i eld of study, open to interpretation by those who estimable within it. e 1972 dei nition rel ected these interpretations but was mean to be only a temporary measure. Almost as soon as it was published, work began on the next dei nition. The 1977 description In 1977, the AECT revised its dei nition of educational technology with its third version Educational technology is a complex, integrated process, involving people, procedures, ideas, devices and organization, for analyzing problems and devising, implementing, evaluating and managing solutions to those problems, involved in all aspects of human learning.In educational technology, the solution to problems takes the form of all the encyclopedism Resources that are knowing and/or selected and/or utilized to bring about learning these resources are identii ed as Messages, People, Materials, Devices, Techniques, and Settings. h e processes for analyzing problems, and devising, implementing and evaluating solutions are identii ed by the Educational Development Functions of Research h eory, Design, Production, Evaluation Selection, Logistics, Utilization, and Utilization Dissemination. h e processes of enjoin or coordinating one or more of hese functions are identii ed by the Educational vigilance Functions of Organizational Management and Personnel Management. (AECT, 1977, p. 1) ER5861X_C010. indd 270 ER5861X_C010. indd 270 8/16/07 62427 PM 8/16/07 62427 PM10. A HISTORY OF THE AECTS DEFINITIONS OF EDUCATIONAL TECHNOLOGY 271 h e Dei nition of Educational Technology (AECT, 1977) was a 169-page book intended to accomplish two things (a) systematically give way the complex ideas and concepts that were used in the i eld of educational technology, and (b) show how these concepts and ideas related to one some other (Wallington, 1977). is publication include the dei nition of educational technology (which comprises 16 pages of the text), a history of the i eld, a rationale for the dei nition, a theoretical framework for the dei nition, a discussion of the practical application of the intellectual technique of the i eld, the code of ethics of the professional organization, and a glossiness of terms related to the dei nition. Educational Versus instructio nal Technology h e conceptual dif erence amid the terms educational technology and instructional technology make up a large portion of the analysis of this book.Understanding how the authors of the 1977 dei nition viewed the relationship of instructional technology to educational technology is essential to understanding the 1977 dei nition and its theoretical framework. h e basic premise of this short letter was that instructional technology was to educational technology as instruction was to education. h e reasoning was that since instruction was considered a subset of education then instructional technology was a subset of educational technology (AECT, 1977). For example, the concept of educational technology was involved in the solution of problems in all aspects of human learning (p. ). h e concept of instructional technology was involved in the solution of problems where learning is purposive and controlled (p. 3). Educational Technology as a Process Two other complex conce ptual developments were also undertaken by the authors of the 1977 dei nition, which were interrelated. First, the 1977 dei nition of educational technology was called a process (AECT, 1977, p. 1). h e authors intended the term process to connote the idea that educational technology could be viewed as a theory, a i eld, or a profession.Second, the systems concept was infused throughout the entire dei nition statement and in all the major supporting concepts for the dei nition in both its descriptive and normative senses. h e authors of the 1977 dei nition connected these two conceptual developments by expression that the use of the systems concept was a process (AECT, 1977). As one of the three major supporting concepts for the 1972 dei nition of educational technology, the systems approach had become the basis for the ER5861X_C010. ndd 271 ER5861X_C010. indd 271 8/16/07 62427 PM 8/16/07 62427 PM272 JANUSZEWSKI AND PERSICHITTE dei nition itself by 1977. h rough their ef orts to reinforce the process conception of educational technology, the leadership of the i eld now untrue that all of the major supporting concepts of the dei nition were buttoned to, or should be viewed in light of, the systems approach. h e three major supporting concepts of the 1977 dei nition were learning resources, management, and development.Learning resources were any resources utilized in educational systems a descriptive use of the systems concept the writers of the 1977 dei nition called resources by utilization. Authors called the resources specii cally designed for instructional purposes, a prescriptive use of the systems approach, resources by design or instructional system components (AECT, 1977). Like the concept of learning resources, management could be used in a descriptive fashion to describe administrative systems or in a prescriptive way to prescribe action. e concept of management was ot en used as a simile for the systems approach in education (Heinich, 1970). h e term instructional development was frequently used to mean the systems approach to instructional development or instructional systems development (Twelker et al. , 1972). h e fact that the management view of the systems approach to instruction ot en included an instructional development process and the fact that instructional development models frequently included management as a task to be spotless in the systems pproach to instructional development further intertwined the systems concept with the process view of educational technology. h ese descriptive and prescriptive interpretations of the 1977 dei nition would inl uence future dei nitions. As previously noted, the predilection that educational technology was a process was not new when the 1977 dei nition was written. Process was one of the three major supporting concepts incorporated into the rationale of the 1963 dei nition (Ely, 1963).Believing that educational technology was a process provided one of the major reasons t hat the leadership of the profession tended to reject the report of the Presidential Commission on Instructional Technology (1970), which rivet heavily on the hardware of the i eld in its i rst dei nition of instructional technology. h e authors of the 1977 dei nition, who purposefully used the term process to develop a systematic and congruent scheme for the concept of educational technology, said, h e dei nition presented here dei nes the theory, the i eld, and profession as congruent. is occurs because the dei nition of the i eld of educational technology is directly derived from, and includes, the theory of educational technology, and the profession of educational technology is directly ER5861X_C010. indd 272 ER5861X_C010. indd 272 8/16/07 62428 PM 8/16/07 62428 PM10. A HISTORY OF THE AECTS DEFINITIONS OF EDUCATIONAL TECHNOLOGY 273 derived from, and includes, the i eld of educational technology. (AECT, 1977, p. 135) In the end, the ef ort to demonstrate the congruence of the m ajor concepts involved with educational technology created as many issues for the i eld as it resolved.Five fast advantages for describing educational technology as a process were (1) the use of the term process reinforced the primacy of the process view of educational technology over the product view of educational technology. h e process view had been outlined in the 1963 dei nition statement, but the report of the Presidential Commission on Instructional Technology (1970) appeared to reverse this emphasis. (2) h e term process would ground the dei nition of educational technology in the activities of its practitioners, activities that could be directly observed and verii ed. 3) h e term process could be used to describe educational technology as a theory, a i eld, or a profession. (4) h e term process allowed the further evolution of thought and research around the concept of systems. Finally, (5) an organized process implies the use of research and theory, which would reinforce the idea that educational technology was a profession. Educational Technology as Field, h eory, or Profession h e authors of the 1977 dei nition argued that educational technology could be thought of in three dif erent waysas a theoretical construct, as a i eld, and as a profession (AECT, 1977, p. 7). h ey continued, None of the foregoing perspectives is more line up or better than the others. Each is a variant way of thinking about the same thing (p. 18). h e writers of the 1977 dei nition argued that the theoretical construct, the i eld, and the profession were all process based. h e term process described and connected all three of these perspectives of educational technology with a single word. Educational technology had been called a theory in the 1963 dei nition (Ely, 1963), and it had been called a i eld in the 1972 dei nition (Ely, 1972).New to the 1977 dei nition was the argument that educational technology was also a profession. Prior to the publication of the 1977 dei nition, the term profession was used in passing as it related to educational technology. Since Finn (1953) had argued that the i eld had not yet reached professional status, members of the i eld (e. g. , Silber, 1970) had made few attempts to analyze educational technology systematically as a profession. Using Finns criteria, the writers of the 1977 dei nition argued that educational technology was now a profession.Depending upon the interpretation and application of the systems concept, educational technology could be explained as a theory, a i eld, or a profession ER5861X_C010. indd 273 ER5861X_C010. indd 273 8/16/07 62428 PM 8/16/07 62428 PM274 JANUSZEWSKI AND PERSICHITTE in the 1977 dei nition. h e impact of using the term process to describe educational technology as a theory, a i eld, or a profession hinged on these dif ering interpretations of the systems approach, once again prompting discussions and philosophical debates among prominent educational technologists. e period of the 1980s was not so focused on criticism of the 1977 dei nition as much as characterized by broad academic wrangling over the interpretation and application of the dei nition (Januszewski, 1995, 2001). h e three major supporting concepts of the 1977 dei nitionlearning resources, management, and developmentcould also be interpreted dif erently based on divergent conceptions of the systems approach. h e dif erent interpretations of learning resources, management, and development also provided the writers of the 1977 dei nition with a rationale to make out among educational technology and instructional technology.The 1994 Definition By 1994, the dei nition of educational technology had nearly come full circle. h e dei nition that was produced in 1994 read, Instructional technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning (Seels & Richey, 1994, p. 1). h ere are no new concepts included in the 1994 dei nition. What was new was the identii cation of multiple theoretical and conceptual issues in the explanation of the dei nition. e 1994 dei nition was intended to be much less complex than the 1977 dei nition. h e extent to which the writers were successful can be judged in part by reviewing the criticisms of the 1977 dei nition. h e attempt by the writers of the 1977 dei nition to show the congruence of educational technology and instructional technology revealed a conceptual problem for the i eld. h e dei nition of educational technology, which was concerned with all aspects of human learning (AECT, 1977, p. ), had become so broad that some individuals in the i eld of education pointed out that there was no dif erence between educational technology and curriculum, school administration, or teaching methods (Ely, 1982). Saettler (1990) wryly pointed out that the dei nition had become everything to everybody, and he dubbed the 1977 dei nition the passenger car dei nition. Logical Problems h ere were also serious l aws in the reasoning and the conceptual interpretations used in the theoretical framework and rationale for the 1977 dei nition of educational technology.Establishing the dif erence between ER5861X_C010. indd 274 ER5861X_C010. indd 274 8/16/07 62428 PM 8/16/07 62428 PM10. A HISTORY OF THE AECTS DEFINITIONS OF EDUCATIONAL TECHNOLOGY 275 education and instruction, the authors argued, Education, then, includes two classes of processes not included in instruction those processes related to the administration of instruction . . . and those processes related to situations in which learning occurs when it is not purposely managed (AECT, 1977, p. 56).An example of learning not deliberately managed given in the discussion was successive learning (p. 56). It was probable for the authors to argue that nondeliberately managed learning and/or peripheral learning was part of the concept of education (Januszewski, 1997). However, the dei nitions of te chnology by Galbraith (1967), Hoban (1962), and Finn (1960a, 1965), which were used by the authors of the 1977 dei nition to discuss the term technology as it related to the concept of educational technology, all included the ideas of organization, management, and control (AECT, 1977). e writers of the 1977 dei nition considered organization, management, and control critical characteristics of technology but these ideas were contrary to the idea of incidental learning and learning that was not deliberately managed. Education, at least as it was comeed from instruction included in the rationale of the 1977 dei nition, did not seem compatible with technology. It is dii cult to conceive of a technology of the incidental, unmanaged, and unintended. e gains made in the organization of the framework of the concept of educational technology by distinguishing between education and instruction were lost when education was paired with technology (Januszewski, Butler, & Yeaman, 1996). h eory or theoretical construct. h e relationship of educational technology to theory presented some other problem in the discussion of educational technology presented in the 1977 dei nition and rationale. ere are three ways in which the concept of theory is related to educational technology in the 1977 dei nition statement (1) the thought that educational technology was a theoretical construct (AECT, 1977, pp. 18, 20, 24) (2) the notion that educational technology itself was a theory (AECT, 1977, pp. 2, 135, 138) and (3) that the dei nition of educational technology was a theory (AECT, 1977, pp. 4, 20, 134). To some degree, all three of these discussions of theory and educational technology are accurate, but they cannot be used interchangeably as they are in the 1977 dei nition.A theoretical construct is not the same as a theory nor is it the case, that because a dei nition of a concept is a theory, the concept itself a theory. h e word theory has been used in at least four ways in the literature of the i eld of education (1) the law like theory of the hard sciences (2) theories that are supported by statistical evidence (3) theories that identify variables that inl uence the i eld of study and (4) theory as a systematic analysis of a set of related concepts (Kliebard, 1977). ER5861X_C010. indd 275 ER5861X_C010. ndd 275 8/16/07 62429 PM 8/16/07 62429 PM276 JANUSZEWSKI AND PERSICHITTE h e fourth sense of theory is of interest to this analysis of the 1977 dei nition of educational technology. systematic analyses of any abstract concept can be said to be theories of that concept. Referring to educational technology as a theoretical construct, or a theory, or calling the dei nition of educational technology a theory may be accurate if the construct or theory includes a systematic analysis of the concept of educational technology. e writers of the 1977 dei nition provided criteria for theory that was not theory as a systematic analysis of related concepts. h e 1977 v iew of theory was an attempt to establish general principles and predict outcomes (AECT, 1977). h is approach was substantially dif erent from the usage of the word theory in the 1963 dei nition statement. Further confusion arises because of the writers claim that educational technology did indeed meet the criteria for being a prognostic theory (Januszewski, 1995, 2001).Certainly educational technology is a theoretical construct. Educational technology may also be considered a theory depending on what exactly is intended by the word theory. The 1977 interpretation of educational technology is a theory about the abstract concept of educational technology. But because the definition of the concept of educational technology may be a theory of educational technology, it does not necessarily follow that the concept of educational technology is itself a theory.This is similar to saying that a definition of the concept of democracy may be a theory of democracy but that the concept of de mocracy itself is not a theory. few involved in the field of educational technology adopted this systematic treatment of the concepts provided in the 1977 definition. more in the field adopted only portions of the definition (e. g. , Gustafson, 1981). Certain parts of the definition and the supporting statements were cited by scholars in order to make erudite points about the field of educational technology (e. . , Romiszowski, 1981), but a reading of the literature of the field during this era reveals that the full-page of the conceptual framework provided in the 1977 definition, specifically the part intended to distinguish educational technology from instructional technology, was not widely accepted by the professionals in the field of educational technology (Seels & Richey, 1994). This lack of credence led to the label changes in the 1994 definition. Distinguishing between educational and instructional. e ef ort to revise the 1977 dei nition addressed some of the conceptual i ncongruencies of previous dei nitions. h e i rst of these was the dif erence between educational and instructional technology. Unlike the writers of the 1977 dei nition, who sought to distinguish between educational technology and instructional technology, ER5861X_C010. indd 276 ER5861X_C010. indd 276 8/16/07 62429 PM 8/16/07 62429 PM10. A HISTORY OF THE AECTS DEFINITIONS OF EDUCATIONAL TECHNOLOGY 277 the authors of the 1994 dei nition acknowledged that this problem had no easy answer. ey admitted, At present the terms Educational Technology and Instructional Technology are used interchangeably by most professionals in the i eld (p. 5). But they argued, Because the term Instructional Technology (a) is more normally used today in the United States, (b) encompasses many practice settings, (c) describes more precisely the function of technology in education, and (d) allows for an emphasis on both instruction and learning in the same dei nitional sentence, the term Instructional Technol ogy is used in the 1994 dei nition, but the two terms are considered synonymous. Seels & Richey, 1994, p. 5) With that, the oi cial label of the i eld was changed from educational technology to instructional technology, although it was quite acceptable to continue to use the term educational technology. implicit in(p) Assumptions Seels and Richey (1994) did dif erentiate the 1994 dei nition from previous dei nitions by identifying and analyzing some of the assumptions that underlie this dei nition. Identii ed assumptions included Instructional technology has evolved from a movement to a i eld and profession.Since a profession is concerned with a knowledge base, the 1994 dei nition must identify and emphasize instructional technology as a i eld of study as well as practice (p. 2). A revised dei nition of the i eld should encompass those areas of concern to practitioners and scholars. h ese areas are the domains of the i eld (p. 2). Both process and product are of vital importance t o the i eld and need to be rel ected in the dei nition (p. 2). Subtleties not clearly understood or recognized by the typical Instructional Technology professional should be removed from the dei nition and its more extended explanation (p. ). It is assumed that both research and practice in the i eld are carried out in consent with ethical norms of the profession (p. 3). Instructional technology is characterized by ef ectiveness and ei ciency (p. 3). h e concept of systematic is implicit in the 1994 dei nition because the domains are equivalent to the systematic process for developing instruction (p. 8). ER5861X_C010. indd 277 ER5861X_C010. indd 277 8/16/07 62429 PM 8/16/07 62429 PM278 JANUSZEWSKI AND PERSICHITTE h e inclusion of these ssumptions in the analysis and explanation accompanying the 1994 dei nition allowed for the publication of a dei nition that was much more scotch than were previous dei nition ef orts. h eory and Practice h e authors of the 1994 dei nition s tated that the dei nition was composed of four components (a) theory and practice (b) design, development, utilization, management and evaluation (c) processes and resources and (d) learning. h ese components were not necessarily new but in this dei nition, they were reorganized, simplii ed, and connected, in a way making the 1994 dei nition unique. e 1994 dei nition used the phrasing included in the 1963 dei nition when it called instructional technology the theory and practice of. And the authors argued, A profession must have a knowledge base that supports practice (Seels & Richey, 1994, p. 9). h e authors used a dim-witted but rather clear notion that theory consists of the concepts, constructs, principles, and propositions that contribute to the body of knowledge and that practice is the application of the knowledge (p. 11).In so doing, the authors cleared up the problem of the meaning of theory that they had inherited from the writers of the 1977 dei nition, a dei nition of theory that had been too precise. Domains h e concepts (or domains of the 1994 dei nition) of design, development, utilization, management, and evaluation comprise the accepted knowledge base of the i eld today as evidenced by the Standards for the Accreditation of develop Media Specialist and Educational Technology Specialist Programs (AECT, 2000).When these concepts are taken together and conducted in in series(p) order, they are the same as the stages of development described in the 1977 dei nition. h ese concepts are directly trackable to the idea of educational engineering developed by W. W. Charters (1945). It is important to realize that the authors of the 1994 dei nition did not intend that practitioners of educational technology perform all of these tasks in the sequential order. Specializing in or focusing on one of these tasks would include broad practitioners in the i eld (Seels & Richey, 1994).Seels and Richey (1994) provided dei nitions of processes and resources A p rocess is a series of operations or activities directed towards a particular end (p. 12). Resources are sources of support for learning, including support systems and instructional materials and environments (p. 12). h ese descriptions allowed the authors to (a) use process to reinforce notions of ER5861X_C010. indd 278 ER5861X_C010. indd 278 8/16/07 62430 PM 8/16/07 62430 PM10.A HISTORY OF THE AECTS DEFINITIONS OF EDUCATIONAL TECHNOLOGY 279 engineering and science in instruction (b) maintain the distinction between resources as things and processes and (c) be consistent with spoken language used in all three previous dei nitions. h e concept of learning was not new to the 1994 dei nition however, the dei nition of learning intended by the authors was new. In previous dei nitions, the term learning was intended to connote a change in behavior such as advocated by Tyler (1950). But the authors of the 1994 dei nition wanted to move away from a strong behaviorist orientation. ey argue d, In this dei nition learning refers to the relatively permanent change in a persons knowledge or behavior due to experience (Mayer, 1982, as cited in Seels & Richey, 1994, p. 12). Including the phrase due to experience also aid in moving away from causal connections and allowed for incidental learning. h is interpretation signaled the bridal of a dif erent resistant of science in education one less grounded on prediction and control and more interested in applying other theoretical and research principles to the instructional process.Criticism of the 1994 Dei nition h e primary criticism of the 1994 dei nition is that instructional technology appeared to look too much like the systems approach to instructional development while changes in the practice of the i eld (e. g. , constructivistbased initiatives and the general acceptance of computer innovations in classroom methodologies) made the 1994 dei nition too restrictive for mainstream teachers and school administrators as wel l as researchers and scholars. h ese criticisms and further evolution of the research and practice in the i eld led to a need for reconsideration and evision of this dei nition at er more than a decade of use. The Current Definition h e task force empanelled by AECT to review the 1994 dei nition wrestled with the historical issues presented here and with other issues of perception, changing employment and training expectations, semantics, and a strong desire to develop a dei nition that both served to include the broad variety of practitioners in this i eld and one which would prompt renewed attention to the theory and research so critical to our continued contributions to learning.In a sense, we are not so far removed in this century from the professional goal stated in the 1963 dei nition ER5861X_C010. indd 279 ER5861X_C010. indd 279 8/16/07 62430 PM 8/16/07 62430 PM280 JANUSZEWSKI AND PERSICHITTE It is the responsibility of educational leaders to respond intelligently to technolo gical change . . . If the DAVI membership is to support the leadership in such bold steps, dei nition and terminology as a basis for direction of professional growth is a prime prerequisite . . without delay that the i eld of audiovisual communications, the largest single component of the growing technology of instruction, has reached the point of decision making, we i nd ourselves in the same quandary other i elds have discovered when they have act to dei ne their i elds i. e. , dei nition exists at various levels of understanding but no one dei nition can be the dei nition. (Ely, 1963, pp. 1618)And so, the latest in the line of dei nitions of educational technology Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. References Association for Educational Communications and Technology. 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