Block Scheduling

UNION UNIVERSITY THE IMPACT OF BLOCK SCHEDULING VERSUS TRADITIONAL SCHEDULING ON STUDENT ACHIEVEMENT A REVIEW OF LITERATURE SUBITTED TO DR. BENNY TUCKER IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF EDU 675 CAPSTONE RESEARCH SEMINAR BY LELA BINGHAM MAY 9, 2012 Chapter 1 Introduction As administrators and educators have researched ways to use time more productively, major changes have been occurring in high school schedules. Within the context of education reform, one of the attributes of the traditional educational system that has been a focus for systemic change has been the use of time (Trenta & Newman, 2002).In Nichols’ (2005) research, it’s noted that one of the most important concerns expressed in A Nation at Risk report was related to how effectively classroom instruction time was being utilized in America’s schools. Evans, Tokarczyk, Rice & McCray (2002) indicated that this report offered many recommendations for school reform initiatives, includin g restructuring for more effective use of school time and increased concentration on core academic subjects.According to Lawrence and McPherson (2000), administrators and teachers in America have been criticized regarding the poor use of school time since the 1980’s (p. 178). Maltese, Dexter, Tai, and Sadler (2007) found that approximately 66. 7% of high school graduates from the class of 2004 enrolled in colleges or universities, the importance of high school as a means to prepare students for a successful college experience is essential (p. 1).According to Zepeda and Mayers (2006), â€Å"as the accountability bar rises, schools continue to explore avenues for increasing student achievement, and school leaders have examined new teaching methods, emerging technologies, and alternate scheduling patterns to improve the teaching and learning processes† (p. 137). Nichols (2005) states that in response to A Nation at Risk report, many concerned educators and community leade rs at all levels argued that schools should increase the length of the school day and the school year and simultaneously restructure the traditional daily schedule.Trenta & Newman (2002) wrote that while some efforts have focused on seeking ways to add time to the academic year and the academic day, other efforts have focused on maximizing the time already in the calendar (p. 54). As schools seek to determine the most effective teaching strategies to increase student achievement, Zepeda and Mayers (2001) says one especially attractive option has been block scheduling. This scheduling is in effect in approximately 30 percent of the nation’s secondary schools. What is block-scheduling? â€Å"Block-scheduling is a method of scheduling the six-hour school day into â€Å"blocks† of class time.Sometimes referred to as Extended-Period Schedules, block scheduling is supported by advocates because it keeps students in class for longer periods of time, reduces the amount st udents spend transitioning between classes, and gives students and teachers more opportunities to get to know each other (www. education. com). † Rettig (2005) indicated that the most common type of class schedule used in America’s secondary schools is the traditional schedule, whereby classes usually meet daily and students attend six, seven, or eight classes per day (Two Leading†¦, para. 1).According to Queen (2000), there are necessary steps and they remain imperative for schools examining the possibility of moving to a block scheduling (p. 221). Gruber and Onwuegbuzie (2001) reported that an increase in block scheduling in the past decade has been attributed to factors such as the input from the business community calling for â€Å"fundamental change† in education (p. 33). Although block-scheduling has been discussed for a few decades, it has become a subject of considerable debate. There is a plethora of factors to impact student’s achievement bu t this research will focus on classroom scheduling.The purpose of this study is to provide an assessment of the relationship with school scheduling and student’s achievement. For the purposes of this paper, I define student achievement as any positive result(s) occurring to the student because of the schooling process. Chapter 2 Literature Review According to Kienholz, Segal and Yellin (2003) changes in approaches to teaching and learning are common in schools as we strive to improve the education that we are providing our students, as well as help them to achieve higher levels of success.In the past decade or so, block scheduling has become one of the most popular scheduling alternatives to the traditional schedule previously held by many districts. Block scheduling is not new on the block. It can be traced back to the early 1960s when J. Lloyd Trump of the Oregon department of Education urged that the school schedule be reexamined to consider longer class periods as a way o f improving instruction (Kienholz et al. , 2003, p. 62). When following the block schedule, Rikard & Bannville (2005) stated that schools devote larger periods of time, often 90 minutes instead of 50 to 55 minutes, to each class period.Block scheduling has been configured in different formats, including the 4 x 4 and AB formats. Under the AB format, students attend classes for approximately 95 minutes on alternate days, while on the 4 x 4 format students attend the same four blocked classes each day for 90 consecutive days once per year (p. 26). As a result, students have fewer classes per day or term, and teachers and students should be able to focus more deeply on the material.While still relatively new in the world of education, block scheduling has been the cause for much debate over whether it increases student achievement or not. While the aim is to provide teachers and students with larger, uninterrupted periods of time with which to delve deeper into class content and pr actice. The block has the potential to increase student learning but only with effective usage of time. This will help answer the questions about the impact lock scheduling has on success (Rikard & Banville, 2005, p. 33). The main findings of the esearch for this paper present information on both sides of this argument, and discuss the block schedule with relation to students, parents and teachers perceptions, advantages and disadvantages and finally, student achievement (Rikard & Banville, 2005). Students, Parents and Teachers Perceptions As Rikard and Banville (2005) findings were â€Å"consistent with previous research findings, teacher perceptions indicated their reduced stress levels, a decline in student absenteeism and tardiness, and reduced student behavior problems after changing to block scheduling from a traditional format.Sixty six percent of teacher perceived that students learned more in blocked versus traditional classes but they had no documented evidence of that conclusion (p. 26)†. Jones (2000) research from a high school in Southern Georgia had a one-week trial period in which students and teachers participated in block schedule. In the week subsequent to the trial period, a survey was issued to students by administration to determine the social validity of the program. Students were not required to participate in the survey.If a student chose to do so, however, they would remain anonymous. At the time the survey was administered, 1,205 students (586 males and 609 females) elected to participate in the survey. This accounted for 57% of students that were enrolled in the high school at the time of the study. Jones’ study included various questions on the survey, with the last addressing whether or not block scheduling was an acceptable alternative to traditional scheduling. The scale by which students answered ranged from 1-5 with 1 being most agreeable and 5 strongly disagreeing.The mean score was 2. 85, which leaned mo re toward students in agreement of the change. However, it was close enough to the median that it could not be considered a significant enough difference to determine the social validity of the trial period (Jones, 2000). Veal and Flinders (2001) executed a study that was conducted in a high school with three contiguous schedule types. Teachers, parents and students perceptions were ascertained to determine the impact of scheduling change on teachers and their classroom practices.The usage of Likert scale surveys, interviews, classrooms observations, and text data were used to compile a picture of how and why teachers adjusted to the change in schedule (p. 21). Chi-square and ANOVA analyses comparing block, hybrid, and traditional teachers found significant differences in four areas: 1) changes in teaching methods, 2) opportunities for reflection, 3) relationship with students, and 4) levels of anxiety. According to responses from all surveys, interviews, and observational data, ins tructional methods for most of the teachers with block classes changed (Veal & Flinders, p. 6). A study by Adams and Salvaterra (1998) included 67 teachers in four block scheduled high schools in Pennsylvania to see how the teachers perceived the block schedule, and whether or not they changed their instructional practices to accommodate that schedule. Some teachers felt unprepared for the schedule change, and were worried about being able to cover all of the content that they were accustomed to covering. For some, they still felt that â€Å"the textbook drives the curriculum; a sense of urgency to cover the book persists† (Method section, para. 2).The teachers that felt they had not received enough training for the block schedule showed some resistance to shifting from traditional schedule of content or continued to use activities that did not fit well under the new schedule (Results and Discussion section, para. 8). Adams and Salvaterra found that while some teachers fe lt that the block schedule was a great fit and looked for ways to use it to its fullest, one main finding was that â€Å"Teachers in all four schools identified a need for staff development, particularly in pedagogical techniques such as cooperative and integrated learning† (The Role of Staff Development, para. ). Zepeda and Mayers (2001) administered a study of 31 first-year teachers in the Midwest, all teaching on the 4 x 4 block schedule. Each of these teachers worked at a racially diverse school of 1,200 to 2,000 students and had graduated within three months of beginning to teach. Zepeda and Mayers conducted interviews with these teachers at the beginning, middle, and end of year to get their perceptions of the block schedule. Only the teachers were interviewed, so administrative and student feedback was not included.These new teachers found that they were â€Å"having difficulties in adjusting their instruction to the extended block periods, various instructions throug hout the period, and running out of materials and/or activities before the end of the period (Analysis of the Data section, para. 2). These teachers did not think that they possessed the repertoire of activities needed to successfully carry out a class on the block schedule, and they also expressed concern about student discipline and their inability to keep activities running smoothly (Adjusting Instruction section, para. 5). Later in this study, teachers also expressed feelings of being unprepared to assess students effectively on the block schedule (Zepeda & Mayers, 2001). Veldman (2002) looks at the information from Coopersville High School (CHS) as they transitioned from a traditional, 7-period a day schedule to a particular type of block schedule (A/B Block). On one day, students would attend 4 classes, while on the following day, 3 classes with study hall imbedded therein.After four years of being on the A/B Block schedule, the school system found that there were several scheduling concerns that needed to be addressed. In response to the concerns, the school system researched and surveyed and created a new form of scheduling that combined the best aspects of both traditional and block schedules per Veldman (2002). The new schedule, known as the A/B/C Schedule allowed for more instructional time during the duration of the school year. As opposed to A/B Block Scheduling, which gives 90 days of classroom instruction, the A/B/C Schedule allows for 30 additional instructional days.In preparation for the implementation of the new schedule, Coopersville High School (CHS) provided professional development to faculty that enriched instructional techniques and teaching strategies and focused on learning styles. CHS attributed much of the success of the program to an outpouring of communication among all stakeholders. Although test scores were not available at the time of the study, Veldman states that the new schedule was proving to be a success with teachers and students alike.According to Jenkins, Queen and Algozzine (2002), it can be argued that because of the additional instructional time received on a block schedule, teachers have more of an opportunity to utilize an assortment of instructional strategies and techniques in the classroom. In order to determine if this was true, a study was conducted to inquire of teachers the types of instructional strategies used in their classrooms. Teachers from both block and traditional schedules were surveyed and responses were compared (p. 196).Jenkins et al. findings also revealed that there were no real similarities in the opinions of teachers on both block and traditional schedules in regards to teaching strategies. According to the survey responses, teachers from both sides of the spectrum maintain the same types and varieties of teaching strategies, regardless of the schedule in which curriculum is being taught. Another study conducted by Payne (1996) involved a questionnaire for faculty and students whose school was on an â€Å"alternating day† block schedule.This schedule allowed for students to attend a scheduled set of classes, on a block schedule, one day with a different set of classes on the following day. The results of the questionnaire showed that faculty felt that more instructional time allowed for more material to be presented in the classroom. They were not pressed to get a certain amount of material and/or standards presented in smaller increments in the day. Payne concluded that both faculty and students were satisfied with the schedule and felt that it was a success.In a study of students with different academic profiles, Marchant and Paulson (2001) focused on the student perceptions of their alternating, A/B block schedule. Marchant and Paulson gave questionnaires to 2191 high school students in an upper class Midwest suburban high school. They wanted to know what the students perceptions of the block were in relation to areas such as behav ior, student-teacher relationships, success, and their support for the block schedule. Students were broken up into clusters relating to whether they were high or low-achieving in school, and hether they were happy, displeased, or apathetic about their success. Marchant and Paulson finding suggest that those who were happy and already successful, responded more positively in all categories on the questionnaire, while nearly the opposite was true for the lower-achieving students, â€Å"In particular, students who were average or high achievers, were satisfied with their achievement, and believes school is important had the highest levels of school functioning and the highest support for block scheduling† (Discussion section, para. ), while, in contrast, â€Å"Students who were the lowest achievers had the lowest support for block scheduling, worst teacher relations, and worst perceptions of student behavior† (Discussion section, para. 1). According to Shortt and Thayer (1998/1999), a survey was conducted by the Virginia Department of Education, only 1 percent of the responding teachers and 5 percent of the responding administrators indicated that block scheduling had a negative impact on standardized test scores. Shortt and Thayer stated that the data they collected indicated that teachers, administrators, and students were positive toward block scheduling.Rikard and Banville (2005) interviewed fifteen physical education teachers at their school sites from eight high schools located in a southeastern school district in the United States (pg. 26). Consistent with previous research findings, teacher perceptions indicated their reduced stress levels, a decline in student absenteeism and tardiness, and reduced student behavior problems after changing to block scheduling from a traditional format. Sixty six percent of teachers perceived that students learned more in blocked versus traditional classes but they had no documented evidence of that conclusi on per Rikard and Banville (pg. 6). In Persin’s (2002) research, he researched student attitudes toward web-assisted instruction or usage of computer animations and graphics versus text-based or mental models. The students responded to questions with answer options ranging from (1) strongly agree to (4) strongly disagree. â€Å"The participant’s overall attitude toward internet-assisted instruction was 1. 93, which is slightly higher than an â€Å"agree† response since â€Å"strongly agree† is rated at 1. 00. Also, attitudes based on gender were computed with female students having a slightly more positive attitude toward internet-assisted nstruction than males, although the difference in gender group attitudes was not considered significant at alpha = . 05 (Persin, 2002, p. 65)†. Jenkins, Queen and Algozzine’s (2002) research, â€Å"To block or not to block: That’s not the Question, was to compare teachers’ opinions about the ir preparation for using various instructional practices as well as their use of those practices and the appropriateness of employing them as part of block and traditional teaching schedules.Teachers working in block-scheduled high schools surveys were compared with those of their peers teaching in traditional schedule classes. Jenkins et al. study included 2,000 teachers (N = 2,167) North Carolina high school teachers participated in this research; 1,031 taught in block-schedule programs and the remainder taught on the traditional schedule for at least three years. Comparisons were made between their opinions on instructional practices, appropriateness of those methods, and their level of training in those methods (p. 98). Responses to the level of use of various instructional methods showed very similar answers, except that for peer coaching/peer tutoring, â€Å"teachers on the block schedule reported a higher use of this strategy than id their peers teaching with a traditional s chedule† (p. 198). When answering questions about the appropriateness of instructional methods, again, answers were very similar. However, â€Å"teachers on the block schedule reported a higher appropriateness of† (p. 98) using projects than teachers on the traditional schedule. In terms of training for using different instructional practices, there were no significant differences in the answers (Jenkins, et al. 2002) A study involving student perception of the block schedule was conducted by Slate and Jones (2000). This study used 1205 southern Georgia high school students and asked them what they thought of the block schedule after a one week trial period.Although this was a brief introduction to the schedule, this study provided data for those considering moving a school to the block schedule from students who had actually had a taste of the schedule, instead of simply having it explained to them. Participation was on a voluntary basis, and data could only be taken f rom those who chose to participate, making the sample less representative. One disadvantage noted by the students was that they had â€Å"difficulty paying attention through the longer class periods† (Overall Results section, para. 1).The study had a positive outcome, as many more students reported advantages than reported disadvantages (Overall Results section, para. 2). However, some interesting information was that while â€Å"Students reported that the block schedule had important advantages, especially increase time for study, and relatively few disadvantages, they reported that block scheduling was only a slightly acceptable alternative to traditional scheduling. Some expressed a slight preference for traditional scheduling (Slate & Jones, 2000, Discussion section, para. 1).Santos and Rettig addressed special education teachers’ perceptions of block scheduling which included the A/B block and the 4/4 semester plan. They interviewed 18 special education teach ers operating as department chairs in Virginia high schools. Nine of these teachers were serving in alternate-day (A/B) schools and nine in 4/4 schools. These schools had operated on this scheduling between 1 and 3 years. (What about Special education†¦section, para 2). The block scheduling was chosen over the traditional schedules in which the department chairs had worked.All nine 4/4 department heads expressed a preference and six of nine department chairs operating in the A/B plan preferred this variation of block scheduling over the single-period schedules (Santos & Rettig, 1999, Special Educators Speak Out section, para. 1) . Advantages and Disadvantages Despite its advantages, as Bryant & Bryant (2000) mentioned, block scheduling remains only another time-management tool unless classroom teaching/learning interactions also change. Block scheduling does provide more time with few students per classroom.It requires different instructional approaches and allows teach ers to use various strategies in a single period (p. 9) Weller & McLeskey (2000) writes that teachers agreed that within the context of a block schedule, team teaching aids greatly in including students with high incidence disabilities in general education classrooms, and assists in meeting the educational needs of all students (p. 213). Maltese, Dexter, Tai, and Sadler (2007) studied how traditional and block schedules prepared students for science in college classes.Referencing the numerical data in the form of student scores, and collecting qualitative data and opinions through student surveys, their study concluded that there were points to be made for both schedules, but that neither was proven to be noticeably more successful than the other in terms of the students’ level of preparation. Advantages and disadvantages are discussed in research conducted by Kenney (2003), as she looks at the decisions of some schools to abandon the block schedule in favor of returning to the traditional schedule. She quotes R. B.Cobb, a professor at Colorado State University, as saying that the block schedule is â€Å"a grassroots movement. It seems to build its momentum based on the logic of it and a judgment call by community and educational leaders hat it just looks like it ought to do better† (para. 7). This statement relates both to the reasons for schools keeping and leaving the block schedule in this article. Schools continuing with the block schedule made that judgment call and felt that the schedule fit their needs better, and they recognized advantages in the block schedule.A student can complete 32 credits over the course of a four-year high school career. This allows four more than is possible with the seven-period day† (para. 9). These schools also felt that students were less stressed on the block schedule â€Å"†what the block does is create a climate in which the kids feel a lot less stress†¦not worrying about seven differ ent classes, seven different sets of rules, and the possibility of several different tests a day† (para. 7). However, Kenney also discusses disadvantages to the block schedule, and reasons that schools and districts have moved away from this schedule.While extra time can be very beneficial in class, some administrators feel that â€Å"many teachers used the additional minutes as busy time† (Quick Abandonment section, para. 3). Additionally, there can be staffing issues in smaller schools, â€Å"when you go to the block, you have to hire more teachers, that’s what it boils down to† (A Money Decision section, para. 3), and then there is the fact that at this point, there is no conclusive proof that the block schedule is the more successful of the two schedules, â€Å"I’ve never really seen any clear, quantitative evidence that proved block scheduling was superior to the traditional schedule.There was a general feeling it was better but no one could p rove it† (Kenney, 2003, A Money Decision, para. 5). Santos and Rettig (1999) says â€Å"The rapid spread of this innovation brings with it both benefits and concerns with regard to programming for students with disabilities. Despite the amount of information available on block scheduling, little research exists on the benefits and drawbacks for special education (What about special education and block scheduling section, para. 1)†. One particular study focused on this exact issue: Is any one schedule better for students with disabilities?The study focused on a total of 620 students (160 students with disabilities and 460 students without disabilities) from schools on traditional schedules and schools on block schedules. The schools involved had to have been on a particular schedule for a minimum of 4 years. During the first year of the study, there were 8 traditional scheduled schools and 8 block scheduled schools (4 large schools, 2 medium-sized schools, and 2 small sc hools). At the end of the study, a total of 12 schools participated in the study. All schools involved were 9-12 grade high schools with similar attendance and graduation rates.All traditional scheduled schools had the same amount of time in a school day and the same student/teacher ratio. The same applies for the schools on block scheduling (Santos & Rettig, 1999). Santos and Rettig surveyed 281 teachers regarding the satisfaction of the schedule on which they taught. State mandated assessment test scores in reading, language, math, science, and social studies, GPA’s, ACT test scores were reviewed from all schools to assist in determining a difference in achievement of students on block and traditional schedules.After reviewing test scores and records, it was found that there was no difference between students with disabilities and students without disabilities between either block nor traditional schedules. According to the study, this may be due to the fact that teache rs on both schedule types were highly satisfied with the schedule on which their school was established. It was also discovered that teaching strategies were very similar and there was very little, if any, difference between teaching strategies.This information showed that what works for one student, may not work for another, and that it may be possible for the high achieving students to be successful in any environment. While this may not be a specific disadvantage for the block schedule, the fact that it does not always reach the low achieving student population is something to be considered when looking at the effectiveness of the schedule, or when there is the possibility of making the change to the block schedule (Santos & Rettig, 1999, Recommendations section, para. ) Student Achievement According to Queen (2000), the implementation of block scheduling was not initiated to affect student achievement directly. However, in many studies conducted nationally, the focus has bee n on how block scheduling influenced the academic achievement in students (p. 218). Shortt and Thayer (1998/1999) concluded that the test of any reform effort is a positive change in student achievement, in this age of accountability (p. 78).Effects on academics have been investigated primarily by studying the following: grade point average, honor roll achievement, numbers of failures and dropout rates and student’s performance on standardized tests (p. 80). Gruber and Onwuegbuzie (2001) conducted a study of student scores on the Georgia High School Graduation Test (GHSGT) at a school that made the transition from traditional to block scheduling. Scores were taken from before the schedule change in 1996-1997. The scores were then compared to after the schedule change of 1999-2000.While the comparison was hoped to be in favor of block schedule, the findings of the study was â€Å"no significant difference in GPA between the two groups†. Significantly higher scores were noted for students on the traditional schedule in all four core academic areas per Gruber and Onwuegbuzie. In 2005, Nichols conducted a study comparing the academic success of students in five high schools in a large urban area in English and Language arts. Over the course of this study, Nichols noted that the block schedule did not have a noticeable impact on the achievement of students in this content area.The schools went into the block schedule transition with noticeable GPA differences between them, and in â€Å"the 1998-1999 school year (several years after all schools converted to block formats), an overall mean difference in GPAs among the five schools remained† (p. 301). Similarly, GPA in the individual schools themselves did not differ greatly from year to year, and after the schedule transition. â€Å"Student GPAs for River High School and South High School were initially lower than for other high schools in the district and after block conversions, the students g enerally maintained the lower achievement† (p. 02). Unfortunately, the same was true for higher scoring students, â€Å"Oak High School and North High School were initially two of the higher achieving high schools in the district, and their conversion to block scheduling appeared to have little or no impact on student achievement in English or language arts courses† (p. 303). The one noticeable area of change that Nichols does notice is that the number of students taking English and language arts increased substantially after these schools changed to block schedule (p. 207).Lawrence and McPherson (2000) conducted a study comparing the traditional and block scheduling scores of students in two high schools in the same district on the North Carolina end of course tests in the core subjects. The two schools used were chosen because they were some of the first to adopt the block scheduling model. Data were taken on the traditional schedule from 1992 – 1994 and on the block schedule from 1994 – 1996. While evidence was expected to be found to support the success of the block schedule, this was not the case.For each of the four core subject test, â€Å"the mean score for the traditional schedule was consistently higher than the mean scores for the block schedule† (hypothesis 4, para. 2), however, there was significant support for the block schedule when â€Å"using the students’ final classroom grades for comparison (results, para. 4). The outcome could be based on many factors, such as tests being more closely tied to curriculum, or the standardized tests covering more material than students are used to on classroom tests (Lawrence & McPherson, 2000).While looking at standardized testing, the College Board Office of Research and Development did a study in 1998 that compared advanced placement test scores of students on both the block and the traditional schedule, and found that students on the traditional schedule score d better. Lawrence and McPherson noted that there were also differences in performance between students that study the coursework on the block schedule in the spring versus the fall semester, as they were more removed from the course at the time of the test, or had not yet completed the course when the test was administered.Zepeda and Mayers (2006) data favored those students on the traditional schedule. These studies indicate that research shows that pros exists for both types of schedules and more data needs to be gathered and analyzed in order to find a conclusive answer. The purpose of this project was to collect data from two different school districts operating on the block schedule at the high school level to obtain personal perceptions and opinions of the block schedule from both students and staff. These perceptions and opinions focused on whether or not the block schedule is seen as a positive class structure.Using a survey that was administered to both 10th grade students and staff at the participating schools, this data was collected and analyzed to make comparisons between student and staff perceptions, as well as noting any correlation between positive views and feelings of success on the block schedule. â€Å"The analysis of this study was completed in three phases: (1) an extensive search of the research concerning block scheduling, (2) construction of a matrix depicting the results of the search, and (3) analysis of the studies included in the matrix. p. 142)†. The goal of this study was to collect and analyze both quantitative and qualitative data in the form of responses obtained through survey questionnaires. It was expected that the data would lean in favor of the block schedule, and would show trends or specific areas in which teachers and/or students feel that the block schedule is helping them to be successful, as well as reasons, methods, or activities that the survey participants feel are particularly beneficial or effective wi th regard to the block schedule (Zepeda & Mayers, 2006).As Kenny (2003) mentioned in her article, Watauga High School located in North Carolina is using a schedule that combines the traditional and block schedule, and they have found similar advantages to the block classes. Watauga schedule includes both traditional and block length courses, and the number of classes that a student has each term depends upon how many blocks they choose to take. It is possible for them to take between four, all block, and eight, all traditional, classes at any given time.This schedule has been implemented because the school decided that their â€Å"philosophical position was that neither all block nor all traditional schedules best serve all students, teachers, and subjects†¦we review student performance, teacher opinion, and available research annually to determine how to best offer the particular course under review† (p. 49). Through this schedule, the school is showing that their i ntent is the best interest of their students and teachers, and the learning process.As they continue to work with the block schedule, they note that some of its advantages are â€Å"less homework each night because of a lighter course load† (p. 48), that it can help â€Å"at-risk students because they usually have two major academic blocks each semester, allowing them to focus more on academics because they have fewer courses† (p. 48), also that â€Å"block courses are taught in a more hands-on-way† (p. 48). In a detail evaluation of the Copernican plan, Carroll (1994) focused on the letter grades that students earned in their classes, and finds support for the block schedule looking at this end result for students in a course.The 2007 research done by Hynes-Hunter and Avery, focused on the effects of block scheduling on physical education although this topic has been neglected. Four high schools and one middle school located in the Northeast, and one high schoo l and one middle school located on the West Coast United States, were selected to participate in this study. When compared with exceptional physical education classes, students in this study spent more time in waiting and management, and less time receiving information and in daily activities (p. 174). Block scheduling creates enough time for students to develop physical skill and for teachers to measure and document skill development. Also, this scheduling allows students to spend adequate time on fitness development to actually experience improved physical fitness per researchers (p. 178). † Hynes-Hunter and Avery (2007) referenced the research from Claxton and Bryant (1996) clarified that it is a possibility that the ideal place for physical education in the new block will rely on the reputation of the existing physical education program.The authors felt that if physical education was regarded as a class which met no worthwhile objectives, the transition to block may be a c onvenient time to eliminate it. But if it was seen as a vital part of the school program, it has a good chance of assuming an equal role with other subjects (p. 175). Based on the research from Ron Persin (2002), â€Å"There was a dramatic increase in Physics Honors final exam scores when a high school physics teacher implemented a website for instruction in a block schedule.The site was used to deliver weekly lecture notes, plans, and assignments while also providing links to other sources of information in physics. More time in class was available for demonstrations, group lab activities, and multimedia presentations. The research involved comparing the final exam scores in honors physics during three consecutive four-year periods from 1991-2002. Class means showed that the exam scores decreased when the school switched from the seven period-day to the 4 by 4 block, and then increased when the block schedule was enhanced with Web-Assisted Instruction (p. 1)†. In yet another study, two types of block schedules (4Ãâ€"4 and A/B) and traditional schedules were compared and examined. Ninth grade mathematics and reading standardized test scores were evaluated under each schedule, along with the ACT, which was administered during the students’ junior year of high school. Scheduling types, gender, and ethnicity were observed to determine what, if any, influence they had on test scores. Participants involved came from 7 junior high and high schools in Colorado Spring, Colorado.After the data were reviewed, findings of this study suggests that the 4Ãâ€"4 block schedule maintained significant gains in the areas of mathematics and reading on the standardized test administered in the 9th grade. ACT scores also revealed that students on a 4Ãâ€"4 block schedule exceed those on the A/B block and traditional schedules. Gender and ethnicity had no influence on the outcome of test scores. Because of the findings, this study slightly backs the idea of block sch eduling (Lewis, 2005).When questions are asked or surveys are completed regarding the use of technology in the curriculum, the overwhelming majority of instructors would say that they are utilizing available technology. Based on the success of this author, it seems that Web-Assisted instruction can be used to enhance learning physics by students in the block schedule. The rudiments of using technology effectively to increase teaching methods must be masters and implemented by all (p. 68). â€Å"Problems with appropriate use of class time and its impact on student achievement have remained unresolved (Queen, 2000, p. 218). Ten of his fifteen recommendations for the future that he believes are important to maximize the positive impact of block scheduling are: â€Å"1. Teachers must develop and follow monthly, weekly, and daily pacing guides. 2. Teachers must master a minimum of five instructional strategies to engage students directly in the learning process and should aim to master seven or eight. 3. Teachers should pace each lesson by changing grouping patterns, varying presentations, and using different instructional activities every 10 to 15 minutes. In most cases a teacher should use a minimum of three instructional strategies during any class period. . Teachers should incorporate alternative and authentic assessment practices when evaluating students. 5. Teachers must use the entire class period for instruction. Every day. 6. Teachers should strive to be creative and flexible in assigning activities and should incorporate outside assignments in to regular classroom activities. 7. Teachers should monitor individual student’s participation in small and large groups. 8. Successful block teachers should mentor, formally or informally, beginning teachers and veteran teachers having difficulty with instruction in block scheduling. . Principals or staff development personnel must provide initial and continuing staff development for all teachers throughou t the year on the topics of curriculum and instructional alignment, instructional pacing and strategies, and time management. 10. Principals must develop a monitoring team to verify that all teachers are using pacing guides and various instructional strategies effectively (Queen, 2000, p. 221). † In essence, the success is very dependent on the professional that implement the scheduling.It is important that the principals, teachers, students, and parents give the same level of attentions and effort to block scheduling as other scheduling options (Queen 2000, p. 222). Veal and Flinders (2001) discloses that in the state of Massachusetts, it is mandatory for a student to pass (or score proficient) on language arts and mathematics portions of the MCAS during the spring semester of their sophomore year in order to graduate with a high school diploma. In 2001, one Massachusetts school, North Reading High School converted to block scheduling.A study was conducted to determine if ach ievement, as it pertains to the MCAS, increased after the implementation of the new scheduling system (Veal & Flinders, 2001). Participants of this study consisted of 762 students who took the MCAS during their sophomore year in high school. The years in which data were collected are as follows: 1998-1999 mathematics and language arts scores (one year prior to the conversion to block scheduling); 1999-2000 and 2000-2001 mathematics and language arts scores (two years after block scheduling was implemented). Results showed that in 2001 study, students on the traditional schedule, 73. 3% of the 290 students tested passed the mathematics and language arts portions of the MCAS. In the years following the conversion to block scheduling, 472 students participated in the exam, with 89. 19% of students obtaining a passing score. The outcome provides evidence that there was a significant increase in passing grades for the MCAS at North Reading High School. Veal and Flinders believed that the investment of professional development for teachers prior to the instatement of block schedule may have contributed to the improvement of test scores.Implementation of the block scheduling system can be a costly change for any school, this school found it to be an effective change (Veal & Flinders, 2001). The purpose of Trenta and Newman’s (2002) study was to determine the impact block schedules had on students’ grade point averages (GPA’s) in required English/language arts courses. Data were collected from five high schools several years prior to the block schedule conversion. Each school’s population varied in student socio-economic status and ethnicity.The hypothesis established was that GPAs in required English/language arts classes would not be impacted or affected by transition to block scheduling. The researcher used student GPAs and an ANOVA analysis of variance as methods of analysis for obtained data. Resulting from the study, it was fo und that the majority of schools’ scores increased the first year after the conversion to block schedule, but eventually reverted back to the pre-block average in subsequent years. Only one school maintained a steady increase in GPAs after the change to block scheduling.Upon the request of a mid-western school board, an evaluation was conducted on the district’s high school block scheduling program. The evaluators, Trent and Newman, were asked to conduct the evaluation based on â€Å"hard data†, not opinions. Therefore, Trenta and Newman evaluation of the school consisted of finding the relationship between block scheduling and: * Student grades (based on math, English, science, & social studies GPAs) * Ohio Proficiency Test (OPT) Scores * ACT Scores * Attendance RateTrenta and Newman states that subjects of the study consisted of a total of 500 students from the graduating classes of 1997, 2000, 2001, and 2002 (125 from each class) who attended the school f rom their freshman year through graduation. Data were collected from each student’s transcript for this study. Results of the study showed that there was a positive relationship between students’ grades and block scheduling. The same held true for the OPT scores. Although these outcomes cannot be directly attributed to block scheduling, Trenta and Newman (2002) believe that the scheduling change influenced the data concerning grades and OPT scores.ACT scores; however, showed no significant relationship to block scheduling. In the case of attendance, the data fluctuated so much so that the relationship to block scheduling, or lack thereof, was indefinite. It was concluded that the evidence for this particular high school shows that block scheduling had â€Å"an influence† on students’ academic success (Trent & Newman, 2002). Nichols (2005) believes that there is limited support that suggests that block-scheduled schools may have a direct positive effec t on improving student achievement.Several schools reported that percentages of earned â€Å"A† grades increased tremendously after block implementation (p. 300). In 1994, a high school located in the Western portion of the United States, converted from a traditional 7-period/day schedule to a 4Ãâ€"4 block schedule. The intent of this conversion was to offer more course options for the students and to create a less-stressed and slower paced atmosphere for both students and teachers. Five years after implementation of block scheduling, the director of schools sought for a method by which the program could be evaluated.In 1998, Adam and Salvaterra, assessed, among other things, whether or not block scheduling was cost-effective for this particular district. Since the concept of education and knowledge cannot be fiscally measured, the researchers had to establish several methods of evaluation in determining the value of block scheduling: collection of qualitative and quantitati ve data; collection of information on the perception of block scheduling by teachers and parents (in the form of surveys); and visits to the school in which observations were made and interviews conducted (parents, teachers, administrators, focus groups).Survey instruments were analyzed by the use of descriptive and chi statistics. After reviewing data, it was determined that after the implementation of block scheduling: * Attendance remained steady (90% attendance rate) * A Honor Roll increased * B Honor Roll remained the same * D & F scores slightly decreased * College entrance exams did not have any significant changes * Overall academic achievement remained stable Although academic achievement varied little, results showed that in reference to the A and B honor roll, students performed better under block scheduling.Other areas evaluated included the professional development/training for block scheduling for faculty. Surveys showed that although there was little training was provided to teachers, in-services compensated and aided teachers in preparing to each under the block schedule. In block scheduling, teachers are allotted a planning time which is almost double that of a traditional schedule. This time was not being monitored by administration. Results from surveys and interviews showed that faculty and administration could more effectively utilize this time.However, results also showed that teachers use this time to work more closely with students in providing additional assistance and also in preparing for the lesson/unit that is being taught. Would there be much change, if any, in the results of student achievement? Would it be worth the financial and educational costs of implementing a new type of schedule? Teachers should also be trained on how to instruct under a new scheduling type. By doing so, teachers will be equipped with the necessary tools by which they can adequately educate students under a particular type of schedule (Jenkins, 2002). Chapter 3 Summary As I looked into the research, reports and articles, it is clear that there are disadvantages and certainly advantages for the use of the block schedule. When one study reports lower test scores on the block schedule in an area, it is possible to find another study with contradictory findings. The majority of the studies reviewed showed that there was no significant difference in student achievement based upon the type of scheduling. Studies where students showed improvement in block scheduling, however, had several external factors that may have impacted student achievement (i. e. xtensive research among students, teachers, and parents prior to implementing a new type of schedule, teacher in-service training as pertains to block scheduling, etc). One underlying theme throughout the literature was that the majority of, if not all of the stakeholders, need to be on-board and coached prior to the implementation of a new or different schedule. I concur with Wronkovich , â€Å"the decision whether or not to adopt block scheduling should be based on the examination of current research. Schools should establish measurable goals and set a timetable for evaluating the outcomes of block scheduling (para. )†. â€Å"Block schedules can potentially ease the transition from the homelike atmosphere of the elementary school to the departmentalized environment of the high school by reducing the need for constant class changes and the number of classes students have on any given day, while providing increased content emphases and time on task. The blocked time schedule also gives even disorganized students a fighting chance to keep abreast of assignments and projects (Mowen & Mowen, 2004, p. 50). † I have found that the research is still inconclusive as to which schedule better serves the educational needs of students.Like with any topic, there are studies and research that favor arguments on both sides, indicating that more information is de finitely needed. As Veldman (2002) emphasizes, when considering a change in scheduling, a school must take into account the opinions and concerns of all stakeholders and research its options. References www. education. com Adams, D. C. & Salvaterra, M. E. (1998). Structural and Teacher Changes: necessities for successful block scheduling. High School Journal, 81, p. 98-106. Bryant, C. & Bryant R. (2000). Social studies in the block schedule: A model for effective lesson design.The Social Studies, 9-16. Canady, R. L. & Rettig, M. D. (2001). Block scheduling: The key to quality learning time. Principal, 80(3), 30-34. Carroll, J. M. (1994). The Copernican plan evaluated: The evolution of a revolution. Phi Delta Kappan, 76(2), 104-113. Childers, G. L. & Ireland R. W. (2005). Mixing block and traditional scheduling. The Education Digest, 6, 43-49. Dexter, K. M. , Tai, R. H. & Sadler, P. M. (2006). Traditional and block scheduling for college science preparation: A com parison of college science success of students who report different high school scheduling plans.The High School Journal, 89(4), 22-34. Evans, W. , Tokarczyk, J. , Rice, S. , & McCray, A. (2002). Block scheduling: An evaluation of outcomes and impact. The Clearing House, 75(6), 319-323. Gruber, C. D. & Onwuegbuzie, A. J. (2001). Effects of block scheduling on academic achievement among high school students. The High School Journal, 84(4), 32-42. Hackmann, D. G. (2004). Constructivism and block scheduling: Making the connection. Phi Delta Kappan, 85(9), 697-702. Hynes-Hunter, J. M. & Avery, S. (2007). Block scheduling in secondary physical education: East compared to West Coast Unite States of America.The Physical Educator, 64(4), 170-179. Jenkins, E. , Queen, A. , & Algozzine, B. (2002). To block or not to block: That’s not the question. The Journal of Educational Research, 95(4), 196-202. Kenney, L. C. (2003). Back from the block—or not? School Adminis trator, 60(9). Kienholz, K. , Segall, N. & Yellin, D. (2003). The block: Implications for secondary teachers. Kappa Delta Pi, 39(2), 62-65. Lawrence, W. W. & McPherson, D. D. (2000). A comparative study of block scheduling and traditional scheduling on academic achievement.Journal of Instructional Psychology, 27(3), 178-182. Lewis, C. W. , Dugan, J. J. , Winokur, M. A. , & Cobb, R. B. (2005). The effects of block scheduling on high school academic achievement. NASSP Bulletin, 89(645), 72-87. Maltese, V. A. , Dexter, K. M. , Tai, R. H. , & Sadler, P. M. (2007). Breaking from tradition: Unfulfilled promises of block scheduling in science. Science Educator, 16(1), 1-7. Marchant, G. J. & Paulson, S. B. (2001). Differential school functioning in a block schedule: A comparison of academic profiles. High School Journal, 84(4), 12-20.Mowen, G. G. & Mowen, C. (2004). To block-schedule or not? Education Digest, 69(8), 50-53. Nichols, J. D. (2005). Block-scheduled high schools: Impact on achievement in English and language arts. The Journal of Education Research, 98(5), 299-309. Payne, D. A. & Jordan M. M. (1996). The evaluation of a high school block schedule. Convergence of teacher and student data. American Secondary Education, 25(2), 16-19. Persin, R. (2002). Web-assisted instruction in physics: An enhancement to block scheduling. American Secondary Education 30(3), 61-69.Queen, J. A. (2000). Block scheduling revisited. Phi Delta Kappan, 82(3), 214-222. Rettig, M. D. (1999). The effects of block scheduling. American Association of School Administrator. Rikard, G. L. & Banville, D. (2005). High school physical education teacher perceptions of block scheduling. The High School Journal, 26-34. Santos, K. E. & Rettig, M. D. (1999). Going on the block meeting the needs of students with disabilities in high schools with block scheduling. Teaching Exceptional Children, 31(3), 54-59. Shortt, T. L. & Thayer, Y. V. (1999).Block schedulin g can enhance school climate. Educational Leadership, 56(4), 76-81. Slate, J. R. & Jones, C. H. (2000). Students' perspectives on block scheduling: Reactions following a brief trial period. The High School Journal, 83(3), 55-65. Trenta, L. ;amp; Newman, I. (2002). Effects of a high school block scheduling program on students: A four-year longitudinal study of the effects of block scheduling on student outcome variables. American Secondary Education,31(1), 54-64. Veal, W. R. ;amp; Flinders, D. J. (2001). How block scheduling reform effects classroom practice.High School Journal, 84(4), 21-31. Veldman, R. (2002). The best of both schedules. Principal Leadership (High School Ed. ), 3(3), 36-38. Weller, D. R. ;amp; McLeskey, J. (2000). Block scheduling and inclusion in a high school. Remedial and Special Education, 21(4), 209-218. Zepeda, S. J. ;amp; Mayers, and R. S. (2001). New kids on the block schedule: Beginning teachers face challenges. The High School Journal, 84(4), 1-11. Ze peda, S. J. ;amp; Mayers, R. S. (2006). An analysis of research on block scheduling. Review of Educational Research, 76(1), 137-170.

Contrast The American Dream With The Real Life Of The Migrant Worker Essay

In 1930’s America, most Americans had the so-called American Dream, which was to own their own piece of land and to be their own boss. The dream came into existence in the 1800’s, when land was readily available. By the 1930’s, when this novel ‘Of Mice And Men’ was set, it was almost impossible to make the dream reality as most land had been bought beforehand. Migrant workers are labourers who work on ranches as harvesters, skinners, and swampers, carrying heavy materials and doing many other manual jobs. They work hard and earn poor wages. They also have no friends or family as they continuously travel to different ranches in California, and so therefore they have very few possessions such as tinned food, small mats, blankets and shaving blades etc. They carry their possessions in a bindle and are commonly called ‘bindle stiffs’ or ‘bindle bums’, as they carried them on their back. Migrant workers sleep in bunkhouses which are situated on the ranch. They share a bunkhouse with other workers of that ranch. There is little privacy in the bunkhouses as there are usually between four and six workers in one bunkhouse. They are allocated their own shelf or cupboard in which to keep their very few possessions. Migrant workers wear denim clothes as denim is hard wearing and so they don’t have to keep on buying clothes with their hard earned money which can be spent elsewhere. Workers do not have any rights such as sickness payments, old age pensions etc, from their ranch. So when workers retire they have a very grim future in prospect. To be able to work, workers were issued with work cards from the local job agencies. The work cards were only given if a ranch boss wanted new workers. Work cards were important as it gave them a work permit. Workers also feared the sack, which was the case if someone done something wrong. The had no choice of menus as meals were cooked by other workers. If they wanted a different meal they would have to go outside the ranch in the town which workers have to pay for themselves. There was little justice on the ranches and workers had to develop their own rules of behaviour to survive. The novel we read is called ‘Of Mice And Men’. It is set in California, America, in the 1930’s. ‘Of Mice And Men’ is mainly about two American migrant workers. One of the workers is called Lennie and the other worker is called George. The writer of the novel, John Steinbeck, shows us in detail their lives as migrant workers, with the other workers, and Steinbeck also shows us the dreams and aspirations of these two migrant workers and the other workers. Steinbeck also shows the reality on the ranch and what they actually experience. George and Lennie are very close friends. In fact Lennie cannot move without George, as George is a father like figure to him. Lennie has a mental disability and acts like a small child, though he is a very powerful man as seen in his first description, ‘†¦a huge man, shapeless of face, with large pale eyes, with wide sloping shoulders, and he walked heavily, dragging his feet a little, the way a bear drags his paws’. Lennie is frequently described through animal imagery due to his physical features, eg ‘like a terrier who doesn’t want to bring a ball to its master’, ‘strong asa bull’, ‘Lennie covered his face with his huge paws and bleated with terror,’ Lennie growled back to his seat†¦Ã¢â‚¬â„¢ . This consistent use of animal imagery echoes Lennie’s love of and devotion to animals of his own, especially rabbits, mice and puppies. Lennie is a gentle giant, who brings out trouble. Lennie is doomed in a world o f desperate moral confusion. He cannot survive in a world of cruelty, selfishness, and disgrace. Throughout the novel, Lennie is portrayed as sympathetic in loving terms, eg ‘†¦..Lennie’s jus’ like a kid. There ain’t no more harm in him than a kid, neither, except he’s so strong’. George about (Lennie), ‘He ain’t bright. Hell of a good worker, though. Hell of a nice fella, but he ain’t bright’. Lennie’s innocence ‘I won’t get in no trouble, George. I ain’t gonna say a word’. Slim about (Lennie) ‘He’s nice fella. Guy don’t need no sense to be a nice fella’. George’s description is completely opposite of Lennie, and Steinbeck’s initial description emphasises the physical difference between him and Lennie, ‘ The first man was small and quick, dark of face, with restless eyes and sharp strong features. Every part of him was defined. Small, strong hands, slender arm s, a thin and bony nose’ . The novel ‘Of Mice And Men’ commences a few miles south of Soledad, near the Salinas River. It is warm and tranquil. It is important to mention the opening part of the novel as this is where George identifies a spot where, if Lennie gets into trouble , he can go to and hide, ‘If you jus’ happen to get in trouble like you always done before. (In Weed, Weed is a town in California where George and Lennie used to, before they had to run as Lennie was accused of raping a woman) I want you to come right here an ‘ hide in the bush’. This instruction ensures that the novel will end where it began. George and Lennie are looking forward to their dream which is to save money by working on the ranch in Soledad (the town where they arrived after Weed), and one day owning their own piece of land and being their own bosses, which is the American Dream. George and Lennie’s dream is more materialistic, as they envision a place where ‘nobody gona get hurt nor steal from them’. Their small piece of land will make them part of a stable and secure society, instead of being on its migratory fringes. The friendship between Lennie and George is firmly rooted in their dream. A dream that Lennie is never tired of hearing and which relieves them both from the pain of solitude. The dream is everything to Lennie and so George endlessly repeats descriptions of their idealistic future, a happy time when they will ‘Live off the fatta the land’. Lennie delightedly enjoys interrupting George†¦.. ‘†¦But not us! An’ why?†¦ Because †¦ Because I got you to look after me, and you got me to look after you and that’s why’. George and Lennie’s dream introduces the theme of friendship and love, basic human needs that had all but disappeared at that time for millions of Americans. Candy and Crooks other migrant workers on the same ranch, are also caught up in this dream. On this ranch there was racial prejudice against non-whites, and the stable buck, who was black, has his own room. He reads books to pass his time alone and so therefore he is educated. A lot of migrant workers wanted their own room and privacy like Crooks, and were jealous of it. It was wrong for anyone to go into Crooks’s room as he was black, but one day Lennie went inside and started talking to Crooks. Lennie discussed his dreams with Crooks and he dejectedly and wryly commented, ‘Nobody never gets to heaven, and nobody never gets no land’. Crooks also commented on how his father had a ranch when he was a kid and how he and his two brothers used to work on it. Candy was also caught up in George and Lennie’s dream and wanted to help by adding to the funds with his savings. Curly who is the son of the owner of the ranch, is married and his wife is also involved in a imaginary future and she has a dream of herself as a great movie star. But in one way or another all the dreams of these workers are smashed. This American Dream makes Lennie happy as here he gets to tend rabbits and mice which he loves as they are soft, and so therefore George always repeats the dream for him. And so it seems that George is trying to help Lennie achieve the dream. And helping each other on the ranch was seen to be unusual amongst the workers, and it was different between George and Lennie and the other workers. The reality of the lives of George and Lennie was that it was a struggle even to get a job, and even with a job, funds were still insufficient to buy land, (which was their dream), let alone enjoy themselves. Life involved hard work for George and Lennie. We can see strong devotion in George and Lennie but, in reality they were living with sadistic people such as Carlson. This was seen as he shot Candy’s dog which Carlson said was too old and smelly and suggested the dog was suffering and it would be better off it was killed, ‘That dog ain’t no good to himself. I wish somebody’d shot me if I get a cripple’. This comment seems to be the voice of Steinbeck, a pessimistic voice that understood the fate of all the disposable people. Carlson shoots the dog, and Candy’s final comment about the dog influences George’s decision to kill Lennie. Candy, ‘I ought to of shot that dog myself. I shouldn’t ought to let no stranger shoot my dog’. Although he earned poor wages George enjoyed himself by going to the brothel and drinking. And while Lennie was getting excited about living on his own land, he still had to sleep with four other workers in the bunkhouse with no room for and furniture and no personal possessions which was the same for all workers. George and Lennie had a relationship which was unusual. George always looked after Lennie, and they supported each other, which was unusual. Slim, who is a worker on the ranch, provides a strong contrast to the previous negativity and latent sense of danger. Slime moves ‘With a majesty only achieved by royalty and master craftsman’. Slim’s reaction to George’s protection of Lennie, seems to echo the feelings of Steinbeck himself, ‘Ain’t many guys travel around together ‘†¦Ã¢â‚¬â„¢ I don’t know why. Maybe every’body in the whole damn world is scared of each other’. Recreational activities for the workers on the ranch, apart from going to the brothel every Saturday and having Sunday off, included playing horseshoe which was a game played, outside the barn. The dreams articulates two essential themes in this novel; importance of dreaming and loneliness in the lives of the workers. George and Lennie are very different from all the other workers, mainly because of their relationship and their goals. This may seem odd considering that George always complains of how easy life would be without Lennie (due to his problems), George could spend the nights in ‘cat houses’ and drink quantities of ‘rotgut booze’. Yet his devotion to and protection of Lennie make it clear that he does not want this kind of freedom, as such freedom would leave him alone. In a different sens, Steinbeck continuously focuses on the isolation of loneliness. George is frequently playing ‘solitare’ (a card game for one person). However George is not a pathetic character. He has a will and he makes two critical decisions at the end of the novel. Loneliness is also seen through Cooks, the stable buck, in that, as he is black, he is isolated from all the other workers and therefore has his own room which nobody is allowed to enter. However one Saturday night, Lennie enters Crooks’s room and chats innocently to Crooks about the place he and George are going to have. Lennie is rapt in wonder of the dream and the delight of his new puppy, and is deaf to Crooks’s personal reminiscence. However, when Crooks starts teasing Lennie about the idea that George may not come back, Lennie is extremely agitated. Unable to cope with the thought that someone may have hurt his beloved George, Lennie is ready to attack Crooks physically. Crooks manages to calm Lennie down, and whilst Lennie dreams contentedly of their little piece of land, Crooks speaks of loneliness, and his life when he was a kid. Crooks, a victim of racial inequality, remarks cynically, ‘Nobody never gets to heaven, and nobody never gets no land’. Candy joins Lennie in Crooks’s room. Crooks, desperately lonely, is secretly delighted to have company. George returns. He is angry that Lennie and Candy have shared their plans with Crooks. They all return to the bunkhouses and leave Crooks alone in his room to massage his crooked spine. The opening location and atmosphere reflects the ending of this novel. As this is the day (Sunday) where Lennie dies. While the men are noisily enjoying a ‘horseshoe tenement’ outside, Lennie is alone in the barn. He is distressed as he has accidentally killed his puppy. He’s terrified that George will punish him and he (Lennie) will not ‘get to tend no rabbits’. Curly’s wife, dressed in a tartish way, goes to Lennie. She consoles him about the puppy, ‘he was jus ‘ a mutt’. And settles down to talk to him. Lennie is disheartened with the dead puppy. Curly’s wife tells Lennie, ‘I never get to talk to nobody. I get awful lonely’. She goes on to say that she can only talk to Curly otherwise he gets mad. Lennie tells her how he likes to pet soft things and Curly’s wife encourages him to stroke her hair; ‘Here feel right here†¦Ã¢â‚¬â„¢ feel right aroun’ there ansee how soft it isâ€℠¢. As always Lennie has no understanding of his strength and as Curly’s wife becomes hysterical, Lennie, confused and terrified, prevents her from screaming. Her eyes are ‘wild with terror’ and her neck snaps under Lennie’s paw-like grip. The description ‘her body flopped like a fish’ contains identical imagery to that used when Lennie defended himself against Curly, ‘Curly was flopping like a fish†¦'(chapter 4). Lennie remembers George’s instruction at the opening of the novel and runs to hide in the bush where George told him to. Alerted by Candy, George steals Carlson’s gun and then joins the men. George reassures himself and says ‘maybe they’ll lock him up an’ be nice to him.’ Curly is bursting with rage when he finds out what has happened to his wife and is determined to kill Lennie because Lennie crushed his hand. George is aware that he needs to save Lennie from the fury of Curly. Candy spoke of his greatest fear ‘You an’ me’ can get that little place, can’t we , George?’ Before George spoke candy dropped his head and looked down at the bay. He knew the dream was over. George then faces reality and tells Candy, ‘I’ll work my month an’ I’ll take my fifty bucks an’ I’ll stay all night in some cat house’. George comes back to the barn, as if he did no know, with all the other workers. At this point George knows what he is going to do. Curly gathered his troops together with Crooks’s gun and went to search for Lennie. The death of Lennie will spell the death of his shared dream. He is figuratively as dead as Candy’s dog. The description echoes that of chapter 1, but the stillness has a sharper edge. A motionless heron swallows a water snake, the wind is a ‘gust’ and the dry leaves on the g round ‘scudded’. Lennie kneels down at the edge of the water and drinks, but whereas earlier ‘He flung himself down†¦. drank with long gulps, snorting into the water like a horse’. Now he ‘Knelt down barely touching his lips to the water.’ The verb ‘Jerked up’ and the fact that he ‘Strained’ towards the sound of the birds, conveys his restlessness. Lennie is tormented with guilt and is confusion and anguish reveal themselves in a vision of his Aunt Clara and a gigantic rabbit. The rabbit seems to be imitating George, calling him a ‘Crazy bastard’. The arrival of George settles Lennie and pathetically, knowing he has done a ‘Bad thing’. He waits to be scolded. George goes through the motions of saying how easy life would be without Lennie but his voice is ‘Monotonous’ and has ‘No emphasise’. This leads automatically to the reinforcement of their friendship and their dream. As the shouts of the men come closer, George prepares to shoot the unsuspecting Lennie. George’s hand shake ‘Violently’ but he’s fully aware of the brutality of Curly, so pulls the trigger and this saves Lennie from the vicious brutality of Curly, so then throws the gun near the pile of old ashes. Just as the fire has been reduced to the ashes so to is the dream. Slim comforts George, ‘You hadda, George. I swear you hadda,’ and he takes George away to get a drink. The final word is given to Carlson whose emotional limitations and lack of sensitivity are shown in his remark, ‘now what the hell ya suppose is eatin ‘ them two guys?’

Digital Multimeter User'd Guide Essay Example | Topics and Well Written Essays - 3000 words

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E-business and E-commerce Essay Example | Topics and Well Written Essays - 1250 words

E-business and E-commerce - Essay Example E-business is also a very cost-effective way of marketing businesses. Aside from that, it lowers the costs incurred during business transactions. It also allows businesses to maintain their pace with that of rivals (Shaw 2003). Under One Roof Inc., founded in the year 2012, is one among the many e-businesses. It is a one-stop online retailer for clothing and electronics. There is a wide selection of commodities ranging from electronics, apparel, shoes, home accessories among others all delivered to the client’s doorstep. The client has a complete variety of brands of goods to choose from, all a hundred per cent convenient. Under One Roof enables clients to gain 24/7 access to its services from anywhere they may be. Payment is secured and is carried out through online banking, mobile payment or cash upon delivery. Customer care services are exceptional with quick fast next-day deliveries. The e-business even permits returns after seven days. These are just some among the multiple advantages of Under One Roof Inc. Besides all this, the business frequently updates its products since its variety is ever expanding. The e-business is a member of Africa Internet Holding. The main objective of this group is to back the development of Africa’s internet culture. Three of the eight projects already established are based in Canada, Under One Roof being one of them. The main competitor of Under One Roof is Amazon.com. Amazon.com is a worldwide online marketplace. It enables trade locally, nationally and internationally. It has been a global auction leader for many years. Its clientele comprises of buyers as well as sellers. The company utilizes the relationship they have with their clients to a maximum. The business to consumer connexion is whereby the consumers provide information to the company. The interconsumer relationship system is whereby consumers give information to sellers and the

Key Issues Assignment Example | Topics and Well Written Essays - 500 words

Key Issues - Assignment Example These people are supposed to have the much-needed knowledge and skills to make sure the projects succeed. I am one of the people that have really advocated for the change of the way systems are run in these organisations, proposing some changes that are critical for the implementation of goals and objectives. Many people have so far come to acknowledge the fact that for effectiveness and efficiency in the management of work practices, change is inevitable. This has seen the development of the GIS plan, which is thought to be the best approach that can be the solution to some of the challenges being experienced at present. Being the person in chance of the project, I have realized that I need to make some adjustments in my skills endowment in order to implement the problem successfully. One of the areas that are challenging to me is the staffing issue. In general, staffing is an important practice undertaken by the human resource department so that companies and organisations get the right personnel that can achieve the organisations goals and objectives. The staffing process is quite comprehensive, beginning with job evaluation, creating the advertisements for the identified jobs and vacancies, calling people for interviews and skimming for the bets human resources to undertake the new goals and objectives (Gilmore, 34). In as much as this activity looks easy, it may not be the actual case, the person undertaking the exercise needs to have knowledge and about wage requirements in the market and how to remunerate the new staff in light of the organization’s ability. In addition, the people selected must have the experience for the job identified. In this case, the person interviewing should have a way in which he can tell the genuineness and ability of the candidates to perform the job when offered. One thing that I have decided is that in as much as the

Effact of the government shot down in us Essay Example | Topics and Well Written Essays - 250 words

Effact of the government shot down in us - Essay Example nment runs several archives, libraries, and museums, and when it shut down, services from these institutions were temporarily stopped or delimited (Field, Basken, and Howard par.2). As a result, students who needed information from these organizations were hindered from completing their assignments, or their projects/assignments suffered delays. Furthermore, students who rely on government-sponsored scholarships were somewhat affected. A week or more delays from a government shutdown delayed the release of funds for disadvantaged students on scholarship (Field, Basken, and Howard par.3). Finally, government-run educational institutions temporarily stopped working. Public military academies were the hardest hit because they primarily relied on government funding (Atteberry par.5-7). These students would have had their education put on hold, while their access to school services and resources were also hindered when they were closed because of the government shutdown (Atteberry par.10) . Thus, the government shutdown directly affected students in several ways. When a government shuts down, its research and educational organizations immediately experience stoppage in operations in the short run (in varying degrees) and are at risk of a complete closure too in the long run. Either way, the lives of many college students are changed in ways that they could not have anticipated. Thus, the U.S. government shutdown, if it lasted for more than two weeks, could have severely economically and socially impacted public institutions, including the educational sector. Atteberry, Emily. â€Å"5 Ways the Shutdown has Affected College Students.† USA Today, 3 Oct. 2013. Web. 31 Oct. 2013. . Field, Kelly, Basken, Paul, and Jennifer Howard. â€Å"How a Government Shutdown Would Affect Academe.† The Chronicle of Higher Education, 30 Sept. 2013. Web. 31 Oct. 2013.

BAE And EADS Essay Example | Topics and Well Written Essays - 2000 words

BAE And EADS - Essay Example On the flip side, the deal would lead to political among other complexities. This report will give an analysis of the issues surrounding the proposal for merger of the two companies. Strategy and motivation analysis Invesco criticized the proposed deal citing poor terms, state interference and lack of strategic underlying principle. The problems that BAE has raised includes the share buyback programme , possible deviation from its generous dividend payout as well as the doubts imposed by inviting Germany and French stakeholders in the deal. The sharp cut in the defense spending by the U.S. is a big blow for EADS and BAE, but BAE is likely to suffer most because it is deeply exposed to the U.S. defense market. Furthermore, BAE is experiencing a serious reduction in the demand for the equipment it supplies for the US military, which are currently preparing to pull out from Afghanistan. Additionally, the firm is likely to suffer a big blow following the down-turn of the demand for the E urofighter Typhoon fighter jet (Ranscombe, 2012). Figure 1: EADS DPS trend since 2007. As shown from figure 1 above, recently EADS has paid exceedingly high rate of dividends, which could be seen as a major motivation for BAE shareholders to enter the proposed merger (Le Figaro 2001). Stock market response analyses based on share movement and synergy multiples During the trading following the announcement on 12 September, the shares of BAE jumped by 10% to 336.1 pence ($5.41), as shown in figure 3 below. However, the shares of EADS plummeted by more than 10% following the announcement (shown in figure 2). Later, on 13 September, the shares of BAE fell back to just 2% above the level before the rumors emerged that the two companies were planning to merge (Norton-Taylor, 2012). Figure2: EADS share movement shortly before and shortly after the announcement Source: Thomson Reuters via FT Markets Data Figure 3: EADS share movement shortly before and shortly after the announcement Source: http://markets.ft.com When the reports hit news lines that there was a potential merger between the two companies, initially, the investors burst into a euphoria that affected the movement of the prices of the shares of the two companies. However, after uncertainty took shape, BAE’s shares drafted following a strong post-announcement rally, while the shares at EADS were moving lower (Petroff, 2012). On 12th September following the announcement, the shares of BAE were trading 1 percent lower at 338.90 pence, which was in line the decline in the wider market. As seen from figure 2 and 3 above, the investors’ reaction was swift, especially on Thursday when the shares of EADS fell by about 10 percent to â‚ ¬25.15, while those for BAE gained significantly on Wednesday following the news that the deal is simmering, going up to 337.10 pence in London. Synergy analysis The investors will have to ask themselves several questions in order to establish whether the merger is a good idea, including: (1) why is such a huge merger is the best means of solving the problems the individual companies are facing and also open opportunities for them? (2) Is BAE, which is a top US military contractor, the best company to help EAP achieve

Bibliofind Research Paper Example | Topics and Well Written Essays - 500 words

Bibliofind - Research Paper Example The common types of firewalls include packet filter, application gateway, circuit- level and Proxy server. The firewall is placed between the computer and the internet for it to prevent the intruders. In choosing the firewall to use, there are important issues Bibliofind needed to consider and they include:-Application protection, stealth mode, inbound and outbound filter. Outbound and inbound filters information when they passes through the system, only important information will be allowed to pass while discarding the rest based on the rules which have been created by the Bibliofind Company. This is the primary function of the firewalls. Bibliofind ought to have paid attention to this kind of information in order to protect their server from intruders. Bibliofind should use Stealth mode because it is one of the vital elements or rules to be considered while installing its firewalls as it helps not to block but to make your computer appear as if it does not exist. Due to this, intruders and hackers will be made to think that you are not connected or you are offline. Use of Intrusion detection is also one of the best ways Bibliofind ought to have used since hackers usually use very many ways to penetrate the security system. Scan for intrusion detection is important and it would have helped Bibliofind to notify the presence of such intruders and Biblofind could have been safe from these hackers. Personal information can be defined as; or to include individual name, personal, social status and any other information which might be of any security concern. When this bill was passed in state of California, many people supported it while others decline to support it. The arguments against this bill is that it might make consumers to believe that data breach could lead to stealing of identity and this could lead in the increase of the cost of running the business without benefiting consumers or business people.

Why i want to be a LPN Essay Example | Topics and Well Written Essays - 250 words

Why i want to be a LPN - Essay Example I chose your school of nursing because it is an award-winning school and I believe that it would assist me in the development of my comprehension of the basic principles of nursing. I understand that the program that the school presents is planned to meet the swiftly growing requirement for competent nurses in our country. The school’s high-tech facilities, faculty as well as other professional resources will also be invaluable during my study. I have always had a particular interest in studying science and I have excelled in my grades. Moreover, I am an open minded, hard working, dynamic, and sociable individual who possesses great interpersonal and networking skills. I am also excellent in team playing and I have other traits such as attention to details, readiness to learn, and the ability to work with minimal supervision. These would be invaluable as I pursue my dream. Moreover, I believe that pursuing the profession of a Licensed Practical Nurse would grant me the opportunity of improving these skills, which would make me even better. Pursuing this profession will also endow me with exceptional support and training, over and above giving me the opportunity to interact with the infamous nursing professionals in your institution. Once I become a Licensed Practical Nurse, I aim to take part actively in the promotion as well as provision of health care services to the best of my capability. I am genuinely concerned in people’s health, and I would love to work in hospitals, private homes settings, extended care facilities, nursing homes among other settings where there is need to serve humanity by improving their life

Cultural Influences on Eating Out Habits in the Uk Essay Example for Free

Cultural Influences on Eating Out Habits in the Uk Essay Society today has become accustomed to dining out. It has become a large part of British culture according to a survey carried out by Mintel entitled ‘Evening Eating Habits in the UK’ (2005). Dining out at ethnically themed restaurants and takeaways has increased in recent years due to many different economic, social, and cultural forces. These forces vary from the presence of a more affluent society with higher expendable incomes to the increased ability to travel to exotic far away places around the world creating a consumer want for recreation in the UK of their holiday experiences which include dining out. The report also highlighted the fact that 75% of the eating out market is dominated by those eating out in the evening which equates to ? 20. 7 billion a year. This market is one that can not be ignored by those within the hospitality industry and those businesses that already experiment with exotic foods will gain the opportunity to experiment further with their menus, using higher priced ingredients to increase profit margins. Although there are many possibilities available as the trend widens it is suggested by the author that a trend alone cannot allow for increased business. Higher profit margins for more expensive ingredients will mean that the consumer will start to expect more from the restaurant or takeaway in question. Such qualities as ambience, service, food standards, variety of menu, and recreation of an experience the consumer may have had whilst on holiday may also come into the equation. Large brands such as YOsushi! are cashing in on the market trends by serving a variety of sushi dishes in a fun and friendly way. Japanese food such as sushi is often deemed as a much healthier option to over take in popularity other ethnically themed cuisine such as indian and chinese dishes (Martin, 2007). Sushi is based primarily around raw fish, rice, and vegetables (YOsushi! 2007) and therefore the author suggests that due to a more multicultural society in the UK this has lead to different ideals being set for healthier eating however it is noted by the author that although the ingredients used to make the western ideal of sushi are deemed as healthy the preparation and cooking methods may not result in an end product that is altogether free of those things seen as unhealthy due to the inauthenticity of production. Although large companies such as YOsushi!are succeeding in a very competitive business environment, how will such a shift in eating habits affect the smaller local businesses? According to Mintel (2002) one of the main reasons smaller businesses within the ethnically themed cuisine market are suffering lower profit margins is due to the lack of branded outlets, but the author suggests that this could be due to other issues such as the recent healthy eating trend which has caused many consumers to re-evaluate the content of the takeaway food that they consume therefore choosing healthier options instead. This essay will attempt to identify the reasons why a consumer will choose to dine out over eating at home, and then their reasons for choosing one hospitality venue over another. This should help to understand the growing market for ethnically themed restaurants and takeaways. The contributing economical, social, and cultural factors of increased consumption of ethnic cuisine will be explored further making suggestions to the hospitality manager on how to understand their target market therefore aiding a more profitable business. It is important for any business to understand a consumers’ motivation to buy or use a service â€Å"A motive is an internal energy giving force that directs a persons activities towards satisfying a need or achieving a goal† Dibb et al (2001, pg. 121). Before a consumer enters any hospitality venue there may be many different factors that have affected their motivation to choose that particular restaurant or takeaway over another. It may be such basic factors as location, price, and the service they are provided with once inside the establishment, choosing on this basis is known as ‘patronage motives’. For an ethnically themed restaurant or takeaway to make the most of these motives they should be aware they are around them and attempt to emphasize said factors within their personalized marketing mix. It is suggested by the author that this can be achieved with simple marketing ploys such as 2 course lunch menus, or a drink and a main course at a set price. By strategically placing the offers where the consumer will see them is more likely to attract them to try the service that is provided, and possibly provide return custom when the special offers are not available and they will choose from the full price menu instead. It is suggested by the author that this form of marketing can be applied anthropologically as the consumer will not only judge the food outlet based on the price but also on how that price fits in with the image of the food product and its connection to the time and culture it represents. A good example of strategic marketing for ethnic food is that of ‘China Town’ in London, many of the restaurants offer all you can eat buffets at low prices, and set menus that will attract many types of customers from those people wanting a quick lunch away from the office to tourists who have been attracted by the hearsay and theme of such a place (Anon, 2007). 60,000 Chinese people of diverse origins live in London there is a large network of Chinese schools and charity based community centres that offer support so that a sense of cultural identity can be passed down from one generation to the next. This sense of cultural identity may be passed down for several reasons, Auge (1995) suggests that there is some sense of fantasy where as the environment they live in was founded a long time ago expressing a group identity that they feel should at all times be defended from external and internal threats and not forgotten through the generations. Although ‘China Town’ is now seen by the local council as a tourist attraction (Anon, 2007), it was originally a safe haven for the many migrants coming to the UK in the 1960’s, many of the british soldiers that returned from war in the Far East having enjoyed Chinese cuisine founded a new loyal customer base for the cuisine in the UK and this is how that particular area of London became known as ‘China Town’ (BBC. 2007) Although China Town is now a tourist attraction it should be noted that it is also a meeting place for many Chinese people who feel a sense of community and cultural identity. Unfortunately since Westminster council started a multi million pound re-development of the area this has seen the closure of many of the smaller authentic chinese restaurants in favor of more chinese ‘themed’ restaurants that will appeal to the average tourist (Anon, 2007). It is suggested by the author that this could cause many negative issues for the cultural identity and sense of community that exists within China Town where as the authenticity and history behind such an area of London are forgotten in favor of providing the tourists with an unrealistic representation in hopes of higher profits and visitor statistics. However it is noted by the author that there has always been an element of staged authenticity in China Town because the original cultural background was replicated in the first place. Although ‘patronage’ motives play a key part in the consumer decision making process there are many other motives to consider such as the suggestion that food choices are actually part of a person’s identity for example a consumer who chooses to dine at restaurants that only use local produce is likely to be seen by other consumers as someone who is not only concerned with the food that they eat, but also where it has come from and whether it benefits their local communities economy and local identity. Local produce has over the past decade been linked to geographical, historical, political, legal, economical, social and cultural issues therefore allowing the consumer to view it as a multi faceted cultural entity. Those consumers who are concerned with choosing only local produce relates to the idea of territory, and the limitation of space while respecting the environment around them. (Auge, 1995) There are two key theorists in relation to consumer motivation Abraham Maslow and Frederick Herzberg. Maslow believed that a persons needs are based on a hierarchy arranged with the least important factors at the bottom and the most important at the top. This arrangement starts with physiological needs followed by safety needs, social needs, esteem needs, and finally self actualization. Once part of the Triangle (see appendix I) is satisfied then the consumer will move onto a fulfillment of the next level for example a man enters a chinese restaurant and eats because he is hungry then the physiological need is fulfilled, he may then go on to have a drink with friends to fulfill his esteem needs. â€Å"When that important need is satisfied, it will stop becoming a motivator, and the person will try to satisfy the next most important need† Kotler et al (2003, pg. 354). Frederick Herzberg developed Maslow’s theory and separated a persons motivators in to potential satisfiers and dissatisfiers. In Terms of Maslow and Herzberg’s theories being applied in an anthropological sense the author suggests that this refers to culture, identity and symbolism of food consumption as part of the needs felt by the consumer, furthermore esteem needs, social needs and even self-actualisation are all part of what the consumer deems part of their individual or cultural identity. For this to work a person must have enough factors that are going to satisfy them into choosing one ethnically themed restaurant over another. For a hospitality operation to put this theory to use they would need to avoid as many potential dissatisfiers as possible and concentrate on what the major satisfiers of their target market are, this may just cause the difference between a consumer choosing one restaurant over another that is just around the corner. Therefore it is suggested by the author that given the large number of decisions a consumer has to make when choosing an ethnically themed restaurant or takeaway, and the impacts that a multicultural society has on the consumer as an individual it is necessary to explore how and why consumers might influence one another to make a purchase decision based on food consumption. Firstly religious aspects of an individual within a group will play a key part in determining what food type they can consume. A child born into a family with strong religious beliefs will often take these beliefs as part of their individual identity, A good example of this is that of the consumption of ‘halal’ meat products by many muslim families throughout the UK. According to the Halal Food Authority (2007) the worship of Zibah means that animals have to be alive and healthy at the time that they are to be slaughtered, as little pain as possible must be endured by the animal during slaughter therefore a single cut is made with a sharp knife to the jugular vein. The Islamic Shari’ah religion also forbids the consumption of pork, and Halal meat must be prepared only in a situation where no pork products have been. Although there are many ethnic takeaways and smaller businesses providing halal or ‘kosher’ food, there are not many big brand names within the industry. Nando’s restaurant, a Portuguese themed food outlet, provides halal chicken in what they have branded world famous peri peri sauce. Nando’s have eased themselves into the local communities in which they reside by using the slogan â€Å"we believe in trying to make life better for all† (Nando’s, 2007). Offering local sponsorships of sports teams and supporting local charities has included the brand in a sense of community and cultural identity, it is noted by the author that the sense of community and cultural identity is referred to in a general sense rather than that of a particular local community. To continue the idea that consumers can influence one another the concept of traditional family mealtimes should be explored. Family mealtimes in the past decade would have been a time for the family to sit down, relax and enjoy each others company with a home cooked meal. In society today mealtimes are changing to meet new priorities and work patterns, and flexible eating patterns are becoming more popular as people base when they eat around their lifestyle rather than a structured day to day meal time for the whole family to adhere too. (Wright et al, 2001) It is suggested by the author that due to this shift in family unity at mealtimes less influence is being had over family group identity and a more decisive individualistic consumer will emerge instead with their own food choice preferences. However it is suggested by the author that the idea of a more individualistic consumer is more relevant to British culture and many other cultures residing within the UK may still enjoy unified meal times together as a family. In many ways it is a move forward in terms of identity and consumption of the consumer, one that the hospitality needs to be aware of to maintain a successful business. Friends and social groups can also influence one another in the food choices that they make, for example a group of friends who regularly meet up at coffee houses such as ‘Starbucks’ will adopt a coffee culture the same as that represented on popular television shows such as ‘friends’. This happens because of the regular use and social identity that is created (Food Institute, 2005). It is noted by the author that social groups that contain consumers of different cultures and backgrounds, may influence one another to desire the need to experience each others cultural identity. There are many reasons why a consumer may choose to eat out in the first place according to Cousins et al (2002, pg. 251) â€Å"If people have decided to eat out then it follows that there has been a conscious choice to do this in preference to some other course of action, in other words the food service operator has attracted a customer to buy their product as against some other product for example theatre, cinema, or simply staying at home†. Often the convenience of eating out over cooking at home will help make the decision for a consumer. Eating out means more time for relaxation, quality time with family or friends, or just a change from the norm of returning from work and cooking dinner. The increase in the number of consumers choosing to dine out follows changes that have happened over the last decade where as family identity and roles have changed, with most households having two incomes and often the women will be the primary earner whereas before the women would stay at home and perform the role of ‘housewife’. According to a recent survey (eating out and the consumer, 2007) only 8% of women see their main role as ‘family care’ compared to 15% just a decade ago, the survey also highlighted the fact that women are more concerned with healthy eating when dining out, with 76% of women agreeing compared to 41% of men. This could have an effect on the number of consumers choosing to dine at ethnically themed restaurants and takeaways as it is suggested by the author that as women are more concerned with healthy lifestyles for their families and will aim to choose an operation that can provide healthy nutrition, value for money, and good service as well as a sense of culture that is relevant to that particular family according to Mintel (2007) this will continue to be a growing factor in the choice of dining out establishments as more women seek full-time employment over the next five years. The change of roles in family lifestyles follows onto that of demographics. According to the Office for National statistics (2006) London consumers spend an average 60% more on dining out than consumers from other parts of the country such as in the North East of England. This can be seen in London with the success of ethnically themed restaurants and takeaways such as Belle Italia, Cafe Rouge, Pizza Express, and Franky and Benny’s (Tragus, 2007). Many of these franchisees can be seen throughout the country but the survey carried out by the Office for National statistics (2006) also showed that those companies who left high profit areas such as London to nationalise their brands got their ‘fingers burned’. The author suggests that this inability to mobilise a new brand into an area of the country may stem back to the area’s cultural identity based on the general perception of that culture, where as the consumer does not feel that the new brand is part of their personal identity and therefore is not part of the communities identity either. Identity can be associated with the repeat consumption of a particular restaurant or takeaway, for example a consumer who constantly eats at Chinese, Indian, and Greek takeaways may eventually adopt a fast food culture. The fact that so many people are choosing to dine out comes back to the notion that today’s society is more affluent, higher expendable incomes and more leisure time leading to a consumer that enjoys dining out on a regular basis. It is however noted that by the author that the trend for increased dining out may also relate to a new culture of ‘malaise’ whereas people are just too lazy to cook at home and therefore choose to dine out. According to Martin (2007, pg.3) â€Å"people will pay more for what they think is important, but the question for the eating-out market is what is going to be classed as really discretionary and what virtually essential? There is no sign that people will start cooking at home again, they will however most likely want better value†. The author suggests that better value can mean numerous factors such as better quality and service rather than just providing a less expensive dining experience. Therefore those ethnically themed restaurants using high quality ingredients and experimenting with menu changes towards the more exotic may find an increased custom due to the perceived ‘value’ in the consumers ideals. Many people want variety within their lifestyle, there are so many venues within the hospitality industry that offer something that a consumer may never have tried before or only experienced on holiday in a far away exotic place, this relates directly to the increased consumption of ethnically themed foods and plays a key part in attracting new customers and maintaining a loyal customer base. As mentioned earlier YOsushi! is one of the worlds most famous conveyor belt restaurants, the food is all freshly made to order and is prepared in full view of the customers. It is interesting to note that the conveyor belt restaurants in Japan are nothing more than a basic food outlet where customers can get a quick bite to eat on their way to do something else as stated by owner of London sushi bar ‘Itsu’ Mr Metcalfe (2007) also stating that the conveyor belt is a great way to get food to customers whilst saving money on staffing costs. It is suggested by the author that this shows the cultural changes that have taken place in providing the same concept in two different countries so that they both remain profitable. Japan on one hand prefer the sushi conveyor belt restaurants to be quick no fuss food where as in the UK they are somewhat staged, bringing a little piece of what the British believe to be how Japan prepare, and eat their food almost ritualistically (Metcalfe, 2007). Since opening in 1996 YOsushi!has become extremely popular, their no fuss attitude to service and the customers freedom of choice within the venue has produced a global brand â€Å"Since the first year of business (1996) YOsushi! has received approximately 300 applications per year from potential franchisees from Australia to Zurich. We realized we were on to a winning formula and that we could replicate the outstanding YOsushi! success story around the world†. Vickers (2005). It is suggested by the author that the success of ethnic brands such as YOsushi!is the effective use of consumer motivation combined with the provision of a market trend that integrates both healthy yet exotic ethnic food types. Although brands such as YOsushi! have become globalised many of the dishes that are recreated from one country to another tend to have a very different end result to its original form. This will happen for several reasons starting from simple facts as seasonality of produce to the availability of certain ingredients. for example a curry had in India is likely to look, taste, and even smell different to that of a curry in the UK such as the ‘Balti’ which is believed to have been invented in Birmingham. (Anon, 2007). Birmingham is renowned for the production of curries with around 500 venues to choose from (Anon, 2005) and has provided a steady economy for the ethnic food industry, the word ‘Balti’ when translated actually means ‘bucket’ which in earlier days would have meant an earthen dish with handles on. The Balti will identify culturally with a specific set of migrants, even though it is not an ‘authentic’ Indian dish, and residents of Birmingham and the surrounding region, therefore the author suggests that the dish has been redefined from a traditional dish to one that combines not only the ethnic roots of the inventor but also the environment that is now lived in within western society. Although the cultural identity of foods such as the Balti appear to create an economical advantage for Birmingham it has been noted that many Balti-house owners and managers spend their time constantly undercutting each other in a price war (Ram et al, 2000) making it difficult for each individual business to survive. The cultural identity of Birmingham is very much tied to the popularity of dishes such as the curry the author suggests that this may be because of the stereotypical cultural image of the traditional British friday night out, but according to Stewart (1989) less well known is that of the fish and chip shops that are Greek-Cypriot owned and add up to over 25% of Birmingham’s fish and chip shops therefore showing that Birmingham is a good example of a multicultural environment within the UK, even though it is often not perceived to be a ‘global city’ its economy is evolving in many ways through the ethnic food industry that is related to its â€Å"multiculturalism, post colonialism and the transnationalism of many of its residents† (McEwan et al, 2005) , as suggested by Bryson et al (1996) it is a â€Å"workshop of the world† that through its migratory and post colonial past is by all means a multicultural city within the UK. It is noted by the author that although Birmingham is a good example of a multicultural city within the UK there are many other cities that also benefit from a multicultural society such as Manchester and Nottingham. In conclusion there are many different factors that affect the way consumers are motivated to choose where to dine out, these have varied from patronage motives to those of cultural identity and a sense of community. Religion, Income, increased leisure time, and demographics have all played a key part in influencing consumers on their food choices, leading to a society that is more informed about what is available to them and what they want from their dining out experience. The changing roles of family life, eating patterns and the increased number of women working full time has also contributed to a society that want to enjoy their leisure time with friends and family rather than adhering to the role of women in the home that may have been present a decade ago. Ethnically themed restaurants and takeaways have enjoyed the trends that have increased the number of people dining out in the UK dramatically in the last decade, with consumers including their food choices as part of their cultural identity and also wanting to experience other cultures that are residing alongside one another within many cities in the UK. Ethnic cuisine is influencing the consumer more and more, with choices available from world wide destinations that remind the consumer of holiday experiences, alongside the perception of a ‘healthier’ food option within the rise of a much more multi-cultural society, the service of ethnically themed cuisine should continue to remain profitable to both large brands and smaller businesses within the industry as long as the hospitality managers understand their target markets motivation for buying and consumer demand remains constant.