Globalization Management Assignment Example | Topics and Well Written Essays - 1000 words

Globalization Management - Assignment Example The strategies built would be product driven instead of being controlled by customer behavior and response patterns. The article, therefore, seeks to find out if success in the international market must involve development of global products. The key aspects discussed in the paper revolve around the competitive strategy created by global standardization of products. While it sounds like a good idea, the global standardization may be faced by several constraints. In one example, the globalization is hampered by differences in preference, government constraints, transport costs, tariffs and barriers to entry as well as preference of local firms. It is also quite obvious that global standardization becomes effective in a narrow range of products. The strategy may work mainly in marketing of luxury products or products whose penetration rate is similar (Wit & Meyer, 2010). This can only gain application in the developed countries where the needs of the consumers appear uniform in contras t to the developing countries. It is unfortunate that the global standardization is based on assumptions. By assuming that the needs of the customers are homogenous, planners may indulge in deriving wrong conclusions. If needs of the world were homogenous, it would be possible to satisfy the world needs. All countries would thrive at the same level of development since trade would be made easier. This is, however, not the case. The needs of the developing countries vary to a great extent to those of people in the developed counties. This would also imply all goods remain substitutable and hence reduce customer choice. Already, researchers refute the theory on homogeneity on the grounds of different lifestyles and value segments. In the United States alone, nine different value segments appear conspicuous. The assumption that customers are willing to sacrifice certain product aspects in favor of low prices lacks evidence. The trend is contrary. The assumption, that the key strategy d riving global standardization is product technology; which creates economies of scale, fails to take root. It neglects the influence brought about by automation in flexible factories, which allows them to enjoy the same economies of scale, at low outputs. The assumption also fails to take into account that the final price of a product is not determined solely by its cost of production. The assumption also neglects the ideal that competitive strategy should not be wholly product-driven. It should take into account other aspects such as advertisement and promotion. The article is elaborate on exposing the various constraints that impede global standardization. The constraints do not result only from the external environment but also emanate from the internal structure of the organization seeking expansion. It is fascinating to note that the countries advocating globalization on one hand impede it on the other through trade restriction agreements. An example is the existence of the Eur opean steel and Swiss chocolate cartels. It is difficult to comprehend how the global perspective contrasts with the global standardization. The emphasis on standardization leads a reader to believe that the development of global brands is part of a global perspective. Briefing reading 2: strategy from the inside out: building capability-creating organization The article outlines some significant disadvantages associated with following suit of what competitors are doing. This could expose a company to losses since local

Cyber Attacks and Security Research Paper Example | Topics and Well Written Essays - 1000 words

Cyber Attacks and Security - Research Paper Example This type of cyber attack constitutes the insertion of a computer virus into the end user’s computer, which will ensure that the information used and stored by the user is monitored. This privacy violation is usually perpetrated with the use of spyware, which is usually undetectable by the end-user of the computer. The spyware is downloaded into the user’s system without express knowledge or authorization, and is later used to gather information about the user. Even though this type of attack is not usually malicious, it is used to gather information about the user; information that is then transmitted to the perpetrator. The main aim of this cyber attack is two-fold; monitoring the general movements and procedures of the intended victim, and copying and transmitting information about the user to the perpetrator. The main benefit derived is usually financial, since the information can be used to access financial data and storage, or can be used by a rival organization t o gather product or financial information about another competitor. The second constituent of cyber attack is usually malicious and intended to cause harm to the targeted victim (Lipson, 2002). For example, the perpetrator of this cyber attack can sue a virus that disable the usability of a computer in a network or the network in its entirety. In this case, a computer virus is introduced via an existing network, and contrary to the first example, is used to disrupt the working of the computer. This can be done through continued spamming of the user, or by causing a crash or denial of service to the user. The usual result of this type of cyber attack is the denial of service to the user, possible loss of time and earnings, and the disruption of normal working procedures by the affected person. The third and worst form of cyber attacks is when it is used by conventional terrorists to achieve their means, for example, when the Internet is used to disrupt the functioning of a countryâ⠂¬â„¢s systems (BNAC, 2007). This is usually done through the disruption of the provision of public services, for example, the use of cyber crime to disrupt the functioning of a power grid. This means that online terrorists use the Internet to weaken the infrastructure of a country by stopping or disrupting the provision of normal services. In this case, a country can be severely weakened if terrorists use a series of attacks to disrupt key parts of the economy, for example, disabling electricity provision, water provision, and the coordination of health systems (Cashell, Jackson, Jickling, and Webel, 2004). Even though these kinds of attacks are rare, countries have taken a number of steps to ensure that they never happen, since it leads to a possibility of completely weakening state systems. In the recent past, there has been an increased call for the government to respond to cyber attacks targeting the country with conventional weapons. The main reasoning behind these calls is th at cyber terrorism qualifies to be called terrorism, and since the government is obligated to prevent terrorism, conventional weapons should be used (GFI, 2011). However, a more reasonable reaction to cyber attacks is based on preventing the future occurrence of the attacks. Many organizations would find it hard to recover from a cyber attack aimed at crippling operations; therefore, it is advisable that these firms avoid the attacks. It is evident that, since cyber attacks are mainly

The Basic Sorting Algorithms Computer Science Essay

The Basic Sorting Algorithms Computer Science Essay In the following scientific report, the basic sorting algorithms will be discussed and examined. Timing will be done on the different sorting algorithms and experiments will be done to see which of the different sorting algorithms are the most efficient. Assumptions will be made on which sorting algorithm is the most efficient and then compare the results to see if the right assumption were made. We will discuss the reasons why each sorting algorithm is efficient and under which conditions are efficient. A brief explanation of each sorting algorithm will be given to get the basic idea what its all about. Then a brief conclusion will be done to round of the scientific report Bubble sort is probably one of the most popular and simple sorting algorithm. It is often used as a programming exercise for beginners because it is relatively easy to grasp and understand. The problem though is that its not very efficient, therefore bubble sort only gets used once in a blue moon. There are more efficient sorting algorithms used in real application and that will be discussed in a later stage. It basically two steps that happen in bubble sort, which are: It compares each pair of adjacent elements from the start of the array and, if they are not in the right order, they get swapped If at least one swap has occurred the you repeat step one until no numbers gets swapped Heres a graphical example how Bubble Sort works. Bubble sort http://www.algolist.net/Al We going to sort an array {5, 1, 12, -5, and 16} using bubble sort. Selection sort just like bubble sort is one of the simplest of the sorting algorithms and it works very well with small files. The concept of this algorithm is quite simple. The array is said to be divided in two parts, a sorted part and an unsorted part. At the beginning the sorted part is empty while the unsorted part is the whole array. At every step the method/algorithm finds the smallest element in the unsorted part of the array and the ads it to the end of the sorted part of the array. When the unsorted part becomes empty the algorithm stops. Insertion Sort just like bubble and Selection is one of the most basic and most common sorting algorithms around. This sorting algorithm is more efficient than the other to because it has fewer comparisons than the other two, but this will be discussed in more detail later on. Think about how you sort a deck of cards. You start from the beginning and work through the deck and as you find cards that arent in the right order you remove them and place it in the right order, and you do the this until all the cards are in the right position and your deck is sorted This is the main idea behind Insertion sort. The Method Insertion sorts breaks up the array in two parts, sorted and unsorted. At the start the sorted part of the array only contains one element. Each step the algorithms runs, it expands the sorted part of the array by one and then places the first element of the unsorted region and places it in the right place in the sorted area. This will carry on till the whole array will be a sorted array. The illustration on the right hand side shows step by step how insertion sort works. Shell sort Shell sort algorithm is one of the eldest sorting algorithms out there and was invented by D.L Shell in 1959[3]. It is quite effective and easy to comprehend. The sorting algorithm follows two standard procedures: 1. It arranges the data into a two dimensional array 2. The columns of the array will then be sorted Once the procedure has been concluded, the resultant data sequence is placed into another two dimensional array, but with less columns. The columns are then sorted and the above procedure is repeated until a single sorted column is leftover [3]. MERGESORT The merge sort algorithm uses divide and conquer approach. The algorithm firstly divides the data sequence into two halves, sorts the two halves and then combines them together to form a sorted set of data sequences. [4] Figure 0-4 http://www.inf.fh-flensburg.de/lang/algorithmen/sortieren/merge/mergen.htm In the above figure it illustrates the basic merge sort process. It starts by dividing the unsorted data sequence a into to unsorted data sequences b and c. The data sequences b and c are then sorted with recursive calls to form b and c. Once the two halves are sorted, they are combined to form a sorted data sequence namely a [4]. Quick sort Quick sort is the fastest sorting algorithm when it comes to large elements in an array. Quick sort has to make use of recursion, because of the way quick sort, sorts the elements. The way quicksort works is that there are three pointers, namely a left, right and pivot pointer, the pivot pointer is the most important one. The Left pivot will point to the most left element in the array and the right to the most right element in the list. For the pivot any number can be chosen, but its normal practice to make the first element your pivot. The steps: Pivot and left pointer points to the 1st element in the list and right to the last element The pivot pointer will now compare the object that its pointing at with the one that the right pivot is pointing at. If the right pointer objects are smaller than the pivot then the two objects swap, it is important to note that the pivot will always point to one number, so if that number moves so does the pivot, the right and left pivot stays in its respectable place. If the right pointer object is not smaller that pivot, the right pivot will just move left until a smaller one is found Once the pivot swaps with the right pivot , the pivot and the right pointer will point to the same object, therefore the right pivot will not move anymore now the left pointer will move one right The left pointer and the pivot will now compare, and it the left pointer object is bigger than the pivot object then it will swap, and the pivot will now join the left pointer. This will then let the right pointer move one left This will carry on until all three pointers point to the same object, this means that the object is in its perfect position, to the left of this object no number will be bigger than it and to the left no number would be smaller. Once it found the first object in its perfect place, it will then move to the left hand side of that object It will follow all the above steps with the left side. Ones the left side is all sorted it will then go to right side of our first perfect number and sort the right hand side with the same procedure (To see a Illustrative example see Appendix A) Sorting Algorithms Figure -Sorting Algorithm Figure 1 above shows us the relationship of time (ms) and the number of objects the sorting algorithm has to sort. There are 5 sorting algorithms measured in this experiment namely Bubble sort, Insertion Sort, Selection Sort, Double Insertion and Double Selection sort. As can be noticed from the graph above s that all five sorting algorithms has the same trend but some just increases more than the other and sometimes by quite a substantial amount. First thing noticeable is that if we sort little objects, lets say less than 2000 objects, then it does not matter what algorithm we use all of them are at about the 0ms mark. Only when we get to about the 10000 objects mark, then only the sorting algorithms really shows who the best is. As we can see from the graph is that Bubble Sort is the least sorting Algorithm and is basically just used to explain the sorting procedure to new comers to the programming language. Bubble selection and Double selection are very similar when it comes to efficiency. The most efficient sorting algorithm by far is the Insertion Sorts. As can be seen by figure 1 Double insertion is the most efficient and it all works on how the sorting algorithm sorts the array which is discussed in the abstract portion of this report. Experimental Procedures What was needed to run the experiment The apparatuses needed for his experiment where a Computer, Visual studio C#, and a user that has been tutored for Sorting algorithms How experiment was executed Code where write for each sorting algorithm in a method in a specific program. A new timing class was created, to have something to time how fast or slow the different sorting algorithms gets sorted. Then the method for each 5 sorting algorithms gets executed and run five times to get an average, to eliminate errors that might have been caused. After all the data has been recorded, a graph was plotted  [1]  . This graph was then evaluated Problems that arise The main problem that happened was, each time the programme ran the results werent always constant. And if the programme was not a dedicated programme (i.e. the only programme running at the time) then the values went haywire. This problem was fixed by forcing the visual studio to run a garbage collector and collect all the garbage, to make sure that when programme runs all the processing power is used for the programme so the times will be more accurate. Conclusion In this report five different sorting algorithms where discussed. Each one was investigated and briefly explained how they work, and why each one is efficient in their own right. As the experiment when on it was noticed that some sorting algorithms are less efficient than others and that had all to do with how each sorting algorithm works. When figure-1 was examined, it was concluded that Bubble sort was the least efficient of the different sorting algorithms and that Double insertion Sort was the most efficient of all the sorting algorithms. From this we can conclude that Bubble sort is best used just to explain or introduce the sorting algorithm to a new student. As soon as you want to have an efficient sorting algorithm the Double will be the best because less time will be spent to sort the objects in the array References http://wiki.answershttp://www.c.happycodings.com/Sorting_Searching/code17.html http://stackoverflow.com/questions/832765/whats-a-bubble-sort http://www.inf.fh-flensburg.de/lang/algorithmen/sortieren/shell/shellen.htm http://www.inf.fh-flensburg.de/lang/algorithmen/sortieren/merge/mergen.htm http://www.algolist.net/Algorithms/Sorting/Bubble_sort http://www.algolist.net/Algorithms/Sorting/Selection_sort http://www.algolist.net/Algorithms/Sorting/Insertion_sort

Terrorism Essay -- essays research papers

Terrorism is the unlawful use of force against persons or property to intimidate or coerce a government, the civilian population or any segment thereof, in the furtherance of political or social objectives". This definition includes three elements: (1) Terrorist activities are illegal and involve the use of force. (2) The actions are intended to intimidate or coerce. (3) The actions are committed in support of political or social objectives. The main topic here is Terrorism and Foreign Policy. The two terms that are going to be discussed is how the war against terrorism is expanding and how American President George W. Bush misnamed his National Security Strategy. In his State of the Union address, President Bush threatened to expand the war on terrorism to countries that are developing weapons of mass destruction and nations that are â€Å"timid in the face of terror.† The president singled out three nations, North Korea, Iran, and Iraq as the â€Å"axis of evil† and that he might take military action to pre-empt the threat from their weapons of mass destruction. Although such rhetoric may simply be sabre rattling to intimidate those nations, the possibility of an expansion of the war is a real and dangerous possibility. But those three countries hardly constitute an organized alliance against the United States, as did the much more dangerous collaboration among Japan, Germany, and Italy during World War II. In fact, Iran and Iraq hate each other. And despite North Korea’s continued harbouring of a few members of the Japanese Red Army, North Korea has not actively sponsored terrorist attacks in many years. Although North Korea, Iran, and Iraq are developing (or have acquired) weapons of mass destruction, so are many other nations. According to the Pentagon, 12 countries have nuclear weapons programs, 13 nations have biological weapons, 16 countries have chemical weapons and 28 nations have ballistic missiles. Is the president prepared to attack all of those nations? What if North Korea, Iran, or Iraq has already sent intelligence opera tives or terrorists to the United States with weapons of mass destruction to lie in wait in case a strike is needed in retaliation for a U.S. attempt at regime change? Iran or Iraq might do the same to Israel. The fact is that the United States must live with an increasing number of nations that have acquired weapons of mass des... ...tegy promulgated by President Bush in September 2002 does just the opposite. It prescribes a global security strategy based on the false belief that the best and only way to achieve U.S. security is by forcibly creating a better and safer world in America's image. A better approach would be a less interventionist foreign policy. It is too late to stop al Qaeda from targeting America and Americans. The United States must do everything in its power to dismantle the al Qaeda terrorist network worldwide, but the United States must also avoid needlessly making new terrorist enemies or fuelling the flames of virulent anti-American hatred. In the 21st century, the less the United States meddles in the affairs of other countries, the less likely the prospect that America and Americans will be targets for terrorism. In sum, an apparent widening of the current war designed to enhance U.S security could have the opposite effect. http://www.workersparty.org/expanding-war-against-terrorism.html http://www.asiasource.org/asip/bello.cfm http://www.cnn.com/2002/ALLPOLITICS/01/29/bush.speech.txt/index.html http://www.afa.org/magazine/oct1999/1099edit.asp http://www.dsausa.org/news/director.html

Environmental Law in New Zealand

Environmental Law in New Zealand Introduction New Zealand is in an enviable position as it has been able to learn from the mistakes of other nations, however this does not mean disasterous environmental issues cannot arise here. Fortunately New Zealand has well established environmental laws with several legislative statutes and governmental authorities. Following international trends and heightened awareness of environmental issues throughout the years the legislation has become increasingly integrated.Arising from international research and public concern new statutes have also been created the most significant of which is the Resource Management Act 1991 (RMA). Contributing Factors and Benefits Before the RMA, New Zealand environmental law and its administration was similar to that of many other countries, consisting of an assortment of uncoordinated and overlapping statutes, regulations and practices. The Soil Conservation and Rivers Control Act 1941 was the first of such legisla tive statutes centred on use of the land and resources.Social change in the 1960's spurred awareness of environmental issues in New Zealand with events such as the Save Manapouri Campaign (1959-1972) opposing the development of the hydro-electric scheme planned for Lake Manapouri. During this period several statutes were created, the Nature Conservation Council Act 1962 and the Environment Council in 1970 acknowledging that economic interests can often override environmental concerns.The Save Manapori Campaign culminated in 1972 with a change of government, the newly elected Labour Government set about fulfilling it's election promise of environmental reform creating the Commision for the Environment. The agency later became the Office of the Parliamentary Commisioner for the Environment after the creation of the Environment Act 1986 establishing the Ministry for the Environment. The Department of Conservation, the Ministry of Conservation and Fish and Game were formed shortly after with the implementation of the Conservation Act 1987.In January 1988, Deputy Prime Minister Geoffrey announced a comprehensive review of the many environment and resource acts in place, as well as the procedures for assessing environmental effects. This Resource Mangagement Law Review (RMLR) was established to address concerns by environmentalists and Maori who both believed the public lacked access to information and the government had too much power.Along with inadequate protection of resources and little attention to Maori and environmental values in economic decisions. The review was managed by the Ministry for the Environment encompassing Maori ideas of stewardship and sustainability it focused on existing New Zealand resource law and public reaction to deficiencies within those laws. The RMLR was drafted and the subsequent Resource Management Bill was put before parliament but not passed into law before the 1990 general election.The victorious National Party decided to contin ue the process of resource management reform. Minister for the Environment Simon Upton reviewed the bill and to the surprise of many made it greener, changing the bill from its original objective of balancing economics and environment to constraining economical objectives to suit the environment, embracing the approach of sustainable management.Upton addressed parliament on his re-written RMA stating that its purpose was not one of contolling and planning economic activity but one of sustaining, rectifying and mitigating the effects on the use of natural resources. The bill was passed in 1991 and has become the preeminant legislation concerning the management of the environment in New Zealand replacing 69 Acts and 19 regulations, it describes sustainable management as: (1) The purpose of this Act is to promote the sustainable management of natural and physical resources. 2) In this Act, sustainable management means managing the use, development, and protection of natural and physica l resources in a way, or at a rate, which enables people and communities to provide for their social, economic, and cultural well-being and for their health and safety while— (a) sustaining the potential of natural and physical resources (excluding minerals) to meet the reasonably foreseeable needs of future generations; and (b) safeguarding the life-supporting capacity of air, water, soil, and ecosystems; and (c) avoiding, remedying, or mitigating any adverse effects of activities on the environment. Ministry for the Environment, 2011). 2011 has also seen a further addition to the RMA and environmental law in New Zealand with the implementation of the Environmental Protection Authority (EPA). The EPA will perform tasks once performed by the Ministry for the Environment, the Ministry of Economic Development, the Ministry of Foreign Affairs and Trade and the Environmental Risk Management Authority. International Influences The 1970's was a time of increased international conce rn for the environment, this spawned the first United Nations Conference on the Human Environment in 1972.Representatives from 113 countries met for the first time to discuss the state of the global environment. The conference culminated with the signing of a declaration containing 26 principles concerning the environment and development, an action plan with 109 recommendations, and a resolution (Baylis ; Smith, 2005). This action is widely seen as the beginning of modern political and public awareness of global environmental issues, paving the way for further international collaborations such as the Kyoto Protocol of which New Zealand is a signatory and the World Commission on Environment and Development .The Brundtland Commision previously known as the World Commission on Environment and Development is perhaps the biggest international influence on the creation of the RMA, convened by the United Nations in 1983 the commision focused on the degredation of the environment and natura l resources and the resulting consequences. In 1987 the commision released a report on the matter, titled Our Common Future the report centres on the concept of sustainable development and the political changes required to achieve it.New Zealand's response to the report was that of agreeance, a report consisting of a step-by-step response to 12 areas of concern highlighted by the Commission was submitted to the United Nations General Assembly (McChesney, 1991). The Newly formed Ministry for the Environment was tasked with following up the Brundtland Report which it did by means of RMLR resulting in the RMA in 1991. Role of the RMA in New Zealand The RMA is built on the idea of sustainable resource management, it encourages communities and individuals to become involved in planning for the future environment.The RMA provides the guidelines for how the environment should be managed especially how the environmental effects of our activities should be managed. In accordance with the RMA , regional and district councils are to monitor activities, and respond to complaints about those activities that the public believe are negatively affecting the environment. It is important to realise that the RMA is largely effects based, if the applicant can prove that the effects of the development on the environment are unproblematic, then they may be allowed to continue.The RMA however has not absolved the Conservation Act 1987 and the Environment Act 1986, the authorities created by these Acts such as Fish and Game and the Department of Conservation also play an active part in supporting or appealing resource consents. Any proposed plans to use or develop natural resources that are not permitted by the rules of the RMA require the authorisation of a resource consent from the local council.Five different consents types exist, defined by the RMA as: (a) a consent to do something that otherwise would contravene section 9 or section 13 (in this Act called a land use consent): (b) a consent to do something that otherwise would contravene section 11 (in this Act called a subdivision consent): (c) a consent to do something in a coastal marine area that otherwise would contravene any of sections 12, 14, 15, 15A, and 15B (in this Act called a coastal permit): (d) a consent to do something (other than in a coastal marine area) that otherwise would contravene section 14 (in this Act called a water permit): (e) a consent to do something (other than in a coastal marine area) that otherwise would contravene section 15 (in this Act called a discharge permit). (Ministry for the Environment, 2011). An application must be submitted to the local council containing a description of the planned activity along with an assessment of the effects on the environment. If the activity is not prohibited by the local and regional plan the resource consent will be processed and the application may be publicly notified (not all are publicly notified) whereby anyone can make a submissi on on the application.Organisations such as the Department of Conservation, Fish and Game and Forest and Bird have become key proponents of the submission process, opposing consents that harm flora and fauna. After receipt of all information required from the applicant and subsequent public submissions and public hearings the decision is made. Anyone who has made a submission and is dissatisfied with the outcome can appeal to the Environment Court. The resource consent process (Ministry for the Environment, 2009) The Environment Court previously know as the Planning Tribunal came to fruition in 1996 after ammendments to the RMA (Environment Court, 2007), among other things the court arbitrates RMA appeals.The court hears appeals on resource consent decisions, however it does not review the decision made by local authorities instead it hears any evidence it requires and makes its own decision overriding or upholding the original decision. The court does not belong to the regular New Zealand judicial hierarchy (District, Supreme, High Court) although it carries the powers of a District Court allowing it to enforce the RMA and conduct criminal or civil proceedings. Conclusion Environmental Law in New Zealand has been significantly overhauled throughout the years from barely existent to now having three key pieces of legislation enabling conservation and sustainable management.The RMA is a hugely important perhaps revolutionary piece of legislation, largely focused on the issue of sustainable management, a relatively new concept at the time. Unlike previous legislative statutes the RMA ambitiously incorporates management of the land, air, sea and fresh water into a single piece of legislation. It has effectively decentralised the governments power on the use of natural resources. Local and district authorities now make the decisions themselves following the principle that the decisions should be made closest to the resources affected.References Baylis, J. , & Smit h, S. (2005). The Globalization of World Politics (3rd ed). Oxford University Press, p. 454-455. Environment Court of New Zealand (2007). Environment Court. Retrieved from http://www. justice. govt. nz/courts/environment-court McChesney , I (1991). The Brundtland Report and sustainable development in New Zealand . Centre for Resource Management Lincoln University and University of Canterbury , p. 22. Ministry for the Environment (2009). An Everyday Guide to the Resource Management Act Series 2. 1: Applying for a Resource Consent. Retrieved from http://www. mfe. govt. nz/publications/rma/everyday/consent-apply/ Ministry for the Environment (2011). New Zealand Legislation: Acts. Retrieved from http://www. legislation. govt. nz/act/public/1991/0069/latest/DLM230265. html

Ebonics & Education Essay

The Ebonics controversy in America has developed into a major conflict over the years. It has become a more serious concern within the public school system. The complex where the nation’s school systems lower their expectations of black youth to coincide with the patterns of Ebonics, the word used to refer to African American Vernacular English, has resulted in an epidemic where blacks graduate from High School reading three grade levels below their white counterparts. For the multiple number of theories that attempt to explain this phenomenon, very few have been able to counter the adverse culture that has developed in America as a product of Ebonics being considered a valid dialect. A wide range of theorists and politicians have used the American educational system as a platform on which to gain civil approval. There is a popular consensus that income designates the quality of one’s education in America. This state of socioeconomic prejudice has a detrimental effect on the face of our society. It can be argued that a single standard curriculum should be equally implemented and taught throughout the nation, and that this curriculum should be similar to the elite executive curriculum, which Jean Anyon identifies as the best education our country has to offer in her article Social Class and the Hidden Curriculum of Work. She identifies how many believe that private and public sector schools should be merged together, along with their curriculums (2006). She breaks down education into two curriculums, upper class and lower class, or working and executive class. Equalizing the differences between these two forms of education has always been the job of standardized testing. Initially standardized testing in America was used to asses one’s calculative ability. It is now being replaced, starting at the middle school level, with a format that revolves around authentic assessment (Wiggins, 1990). Authentic assessment is the direct evaluation of student performance through tasks that exercise their intellect. The tests are also known to evaluate creativity, listening and comprehension skills, experimental research in science, speaking and discussion skills and historical inquiry. It has been designed to replace traditional standardized testing, which means it eventually will be used in all schools across the nation to identify the intellectual elite. This is considered to be a major advent in education that will counter act the nation’s stigma of low expectations ushered in by the validation of Ebonics. A major cause of the low expectations placed on black youth in schools can partly be credited to those doing the research, as Kimberly Griffin points out in her article Striving for Success: A Qualitative Exploration of Competing Theories of High-Achieving Black College Students’ Academic Motivation, when she says, research on the academic performance of Black students has focused on low-achievers, framing their academic motivation as maladaptive and driven by externally (e. g. , competition or compliance) rather than internally (e. g. love of learning) generated forces (Griffin, 2006). This heavy focus on those blacks who have low quality achievement, has led to a neglect in the understanding of what drives the higher achieving students to be successful. Findings show that self-determination theory, socio-cognitive theory, and attribution theory cannot individually explain the motivation of these Black high-achievers. Instead, a multidimensional framework that incorporates all three models and that highlights internal and external sources of motivation best accounts for these students’ experiences (Griffin, 2006). Griffin goes on to cite an interview with a young black student that was less affluent than others. The dialogue reveals that the pressure of stereotypes and low expectations has a weighing effect on the level of effort and achievement that black students have in the class room. This is a stigma that is present whether the student is of a lower or higher class, but the lower the class of the student the even heavier the stereotypes are that weigh on them. I think probably intrinsically I might have felt at one point that I needed to try harder, because I was Black, to not be a stereotype . . . not just chill, you know, talk with Ebonics or stuff like—the stereotype that people have of Black people. I purposely try to steer away from that. I think that’s certainly definitely, in a certain respect, that’s true (Griffin, 2006). This pressure that stems from the inherent stereotypes perpetuated through the use of Ebonics is even further enhanced by a misunderstanding of this complex between the students and their teachers. Griffin points this out as well when she says, the fact that many [teacher education] students do not share the same ethnic, social, racial and linguistic backgrounds as their students may lead to cultural incongruencies in the classroom which can mediate against educational effectiveness( Griffin, 2006). It is Griffin’s belief that these incompatibilities between the black students and their predominantly white teachers results in a complex to be maladaptive, in a way that is very evident. These incompatibilities are evident in value orientation, behavioral norms and expectations and styles, social interactions, self presentation, communication and cognitive processing (Griffin, 2006). Griffin’s article proves that even the system through which these students are studied for the purpose of better improving their achievement is a vicious cycle itself filled with misunderstandings and blatant neglect of the methods that may actually be successful, specifically teaching methods like andragogy and reflective learning. Androgogy and reflective learning are two educational forms that have become very prevalent at the collegiate level. They are considered to be the two best teaching methods in educating adults. This has been found to be specifically true for pre-med and science majors in college, due to andragogy’s focus on authentic assessment (Kolb 2001, p. 1975). Authentic assessment is the direct evaluation of student performance through tasks that exercise their intellect. These evaluations tend to exercise their: creativity, listening and comprehension skills, experimental research in science, speaking and discussion skills and historical inquiry. It largely corresponds with standardized testing (Kolb 2001, p. 1975). Authentic assessment asks that students acquire knowledge and be able to practice logic as apposed to just being able to regurgitate pre-fed facts. The main characteristics of these evaluations, is that they apply standardized test curriculum to real life circumstances. Authentic assessment is the product of a reform in education. This shift is to make standardized testing less drill oriented and applicable to what is expected will be necessary in the students’ adult life. These tests hold students to higher standards as well as create a growing body of accurate awareness pertaining to student learning. This way the teacher learns from the student as well. The key argument these test pose is that for the traditional testing method, the right answers are not rationales. This basically acknowledges that the level of logic required for traditional standardized tests is lacking. This is due to a relationship that involves test takers who simply cram for their tests, and instructors who feel the tests have no relevance to their teaching ability. This is a common occurrence that has resulted in resentment for traditional standardized testing on the behalf of both parties involved. Authentic assessment is a genuine push towards the implementation of more authentic tasks. Instructors find it easier to apply these tasks to their curriculum and students find it easier to assess what is expected of them. It is considered a form of improving overall performance, in a testing system traditionally structured solely to monitor it. This fault in western education is the main catalyst for shifts in standardized testing that focus more on authentic assessment and experiential learning. Medical students and students pursuing the sciences, like psychology or sociology, are expected to have certain skills appropriate for the practice of their profession. This requires a form of learning that can assesses curriculum and then apply it to real life situations. As well as the medical and science field, andragogy and reflective learning is being used to enhance the productivity of multimillion dollar corporations. Experiential learning thus involves a, ‘direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it. (Borzak 1981: 9 quoted in Brookfield 1983). This sort of learning is sponsored by an institution and might be used on training programmes for professions such as social work and teaching or in field study programmes such as those for social administration or geography courses. Kolb, David A. , ‘david a. kolb on experiential learning’ Kolb breaks down understanding of experiential learning into an understanding of the American educational systems use of the field trip and project based learning (Kolb 2001, p. 1975). While project based learning is considered to be one of the best methods of learning for all individuals because it promotes authentic assessment, and thus provides young black students especially to expand their understanding of the Western culture from which they have been systematically alienated, it is also very expensive to organize. Anyon discovers that the majority of contemporary textbook instruction is designed for the working class. PBL programs are usually not supported in public schools because of the amount of funding they require. This discrepancy is usually applicable to public schools and whether one is located near high income housing or low income housing. Jonathan Kozol describes the discrepancies between these two types of schooling in his interview with Marge Scherer. In the interview titled, On Savage Inequalities: A Conversation with Jonathan Kozol, he talks about his experience in St. Louis and how the schools in low income areas, which are predominantly black, barely have money for water, while the schools near by in the wealthier districts could buy advanced school supplies as well as carryout project based learning, such as field trips. Kozol credits this problem to the use of property tax to fund schools in low income areas. He states: we ought to finance the education of every child in America equitably, with adjustments made only for the greater or lesser needs of certain children. And that funding should all come from the collective wealth of our society, mainly from a steeply graduated progressive income tax. (Kozol) This particular tax could make project based learning more affordable, which would be the most influential step to improving classroom education. The most common contemporary example of PBL is dissecting insects and animals. It has become an American tradition and almost a right of passage in high school. Project Based Management has a very beneficial influence on the education of our country. One might wonder why it’s not the only curriculum used. The use of chaperones, instructional tools, and methods of transportation are often required and considered expensive. The benefit is that people tend to remember more from their field trips than textbook lessons and many of these labs require authentic assessment, which is good considering the new shift in standardized testing. The downfall is in the fact that authentic assessment is dependent on the student’s past experiences. This allows for some projects to result in the isolation of certain students. The inner city children are deprived because their school systems can’t afford implementing PBL curriculums. Chairperson of the Department of Education at Rutgers University, in her essay From Social Class and the Hidden Curriculum of Work Jean Anyon analyzes the nature of underprivileged education. Anyon argues that depending on their social class, different levels of educations are available to young people. This mostly applies to schools in different districts and social communities and it can particularly be seen in the difference between private and public schooling. To make the concept clear, she further applies this to a description of a kind of mental segregation happening within the classroom; in which, students sitting next to one another are rewarded differently solely based on their socioeconomic standing in the community. She does this by pointing out that, students in different social-class backgrounds are rewarded for classroom behaviors that correspond to personality traits allegedly rewarded in the different occupational strata – the working classes for docility and obedience, the managerial classes for initiative and personal assertiveness. (Anyon) This is the key ideal of Anyon’s theory. An example of the theory at work can be seen in research that finds project based learning prepares students for more abstract assessment, and prepares them to handle real world situations, as opposed to those in the textbook. PBL is most prevalent in private and high income community public schools. This creates a system where the students taught in the private schools are taught to think independently in a rational but unconfined way, while the lower income children are only taught to follow instructions. These differing perspectives on education have had a controversial and conflicting history in America. Gary Colombo based much of his research on this conflict. Gary Colombo argues that the majority of the Founding Fathers were wealthy conservatives who were honestly opposed to democracy. This signifies them as an elitist class constructing laws that will better maintain their control of the government. Their initial goal was to keep power in the hands of the wealthy, and prevent the majority from realizing their strength. One major modern day justifications for this elitist view is that, these framers were the same men who risked their lives for the good of others by signing the declaration of independence, and they are getting what is owed to them. It is Garry Colombo’s view that these patriots did not intend to revolutionize democracy, but that their sole intention was to gain independence from Britain in order to get the country out of their pockets. Aware that the Constitution would be opposed by the working class, who made up the majority of the people, the construction of the deceleration and its signing were held in private. The media was used conceal the constitution’s actual goal, while at the same time to persuade people in its favor. Along with a literate media Colombo points out that the American government found it necessary, particularly during Thomas Jefferson’s presidency, to promote and finance a literate working class. It is Colombo’s view that the sole purpose of their education was to develop individuals who would maintain the nation. These educated individuals were viewed as secondary to their task. This is the first sign in American history of education being used to exploit people for the benefit of the government. By identifying the failure of Thomas Jefferson to educate the Native American people, Colombo shows that American education was initially designed with absolutely no regard for the people. He best displays this conflict when he cites a letter written by a Native American to the President. our ideas of this kind of education happen not to be the same with yours†¦several of our young people were formerly brought up at the college of the northern provinces they were instructed in all your sciences; but when they came back to us, they were bad runners; ignorant of every means of living in the woods; unable to bear either cold or hunger; knew neither how to build a cabin, take a deer, or kill an enemy†¦they were totally good for nothing. (Colombo) Here Colombo identifies that, quality in education is deemed only as good as its ability to assimilate one into the culture in which they live. This assimilation is not one that produces equal opportunity for its participants. As previously proven by Anyon, socioeconomic conditions impede this dream dramatically from coming into fruition. In sum, Anyon argues that today’s working class curriculums center more on teaching black students to follow instructions rather than teaching them how to authentically assess problems. She undeniably proves that the children of higher income families are not taught in this fashion, and they are steered more towards developing skills in problem solving and decision making. Ebonics only further expands this gap between classes, considering the level of stereotypes that come along with its practice and the powerfully influential stigma that blacks are subject to as a result. If students are subject to the exact same nationwide testing, it would only be just that they receive the same educational curriculums. By using Ebonics in the school system, the nation is alienating blacks from the main stream through both class and race. Lower income students are being herded into remedial work, while the upper class students are being prepared for executive positions. This is an immoral practice, but there are risks that can occur if Anyon’s elitist curriculum is equally distributed throughout the country. Everyone can not manage the corporation some have to toil for the sake of the company. The working class may potentially have a better understanding of executive duties, if Anyon’s curriculum is implemented. With a greater appreciation for the business structure, working class employees may be educated enough to demand more benefits from their companies. The end result of implementing Anyon’s theory is that there will be a more diverse group of qualified candidates from which corporations select. This makes the face of corporate America as cultured as the nation it’s in, and it eliminates much of the disadvantaging prejudice that comes with elitism. This is proof that it is wise to utilize Anyon’s elite curriculum throughout all school systems. Every income scale should be accessible among all races and nationalities, but to assume that the children of high income families will work remedial jobs so the poor can be executives is irrational. Anyon’s curriculum must be set into action with the hope that it levels the playing field, and Ebonics needs to be abolished as a credible English vernacular.