Approaches To Implementing Appreciative Inquiry Cultural Studies Essay

Approaches To Implementing Appreciative Inquiry Cultural Studies Essay Appreciative Inquiry (AI) is an organizational development process or philosophy that engages individuals within an organizational system in its renewal, change and focused performance. Appreciative Inquiry was adopted from work done by earlier action research theorists and practitioners and further developed by David Cooperrider of Case Western Reserve University. It is now a commonly accepted practice in the evaluation of organizational development strategy and implementation of organizational effectiveness tactics. Appreciative Inquiry is a particular way of asking questions and envisioning the future that fosters positive relationships and builds on the basic goodness in a person, a situation, or an organization. In so doing, it enhances a systems capacity for collaboration and change.0#cite_note-0[1] Appreciative Inquiry utilizes a cycle of 4 processes focusing on: DISCOVER: The identification of organizational processes that work well. DREAM: The envisioning of processes that would work well in the future. DESIGN: Planning and prioritizing processes that would work well. DESTINY (or DELIVER): The implementation (execution) of the proposed design.1#cite_note-1[2] 2#cite_note-2[3] The basic idea is to build organizations around what works, rather than trying to fix what doesnt. It is the opposite of problem solving. Instead of focusing gaps and inadequacies to find blame and remediate skills or practices, AI focuses on how to create more of the occasional exceptional performance that is occurring because a core of strengths is aligned. The approach acknowledges the contribution of individuals, in order to increase trust and organizational alignment. The method aims to create meaning by drawing from stories of concrete successes and lends itself to cross-industrial social activities. It can be enjoyable and natural to many managers, who are often sociable people. There are a variety of approaches to implementing Appreciative Inquiry, including mass-mobilized interviews and a large, diverse gathering called an Appreciative Inquiry Summit (Ludema, Whitney, Mohr and Griffin, 2003). Both approaches involve bringing very large, diverse groups of people together to study and build upon the best in an organization or community. The basic philosophy of AI is also found in other positively oriented approaches to individual change as well as organizational change. As noted above, AI fosters positive relationships and builds on the basic goodness in a person, or a situation . The idea of building on strength, rather than just focusing on faults and weakness is a powerful idea in use in mentoring programs, and excellent performance evaluations. It is the basic idea behind teaching micro-affirmations as well as teaching about micro-inequities. (See Microinequity Rowe Micro-Affirmations and Micro-inequities in the Journal of the International Ombudsman Association, Volume 1, Number 1, March 2008.) AI has been used extensively to foster change in businesses (a variety of sectors), health care systems, social profit organizations, educational institutions, communities, local governments, and religious institutions. Appreciative inquiry (AI) is a major breakthrough in organization development, training and development and in problem solving, in general. AI is based on the assertion that problems are often the result of our own perspectives and perceptions of phenomena, eg, if we look at a certain priority as a problem, then we tend to constrain our ability to effectively address the priority and to continue to develop in our lives and work. AI is a philosophy so a variety of models, tools and techniques can be derived from that philosophy. For example, one AI-based approach to strategic planning includes identification of our best times during the best situations in the past in an organization, wishing and thinking about what worked best then, visioning what we want in the future, and building from what worked best in order to work toward our vision. The approach has revolutionized many practices, including strategic planning and organization development. Various Perspectives The following links are by no means a complete list of online resources about AI. Like any other topic in the Library, the following links are to resources that can help to get you started in learning more about this topic. Appreciative Inquiry Commons AI : the Quest Appreciative Inquiry Resources Appreciative Inquiry and Community Development Appreciative Inquiry 5D Spiral of Development Taos Institute on Appreciative Inquiry managementhelp.org/commskls/appr_inq/appr_inq.htm Appreciative Enquiry . . . it is through language that we create the world, because its nothing until we describe it.   And when we describe it, we create distinctions that govern our actions.   To put it another way, we do not describe the world we see, but we see the world we describe.  Ã‚  Ã‚   Joseph Jaworski As it has evolved, there are a number of ways in which to conduct an Appreciative Inquiry (AI)Team Building but the processes all tend to follow a common path of four phases: Discovery (conducting appreciative interviews and identifying the themes and life-giving forces), Dream (developing provocative propositions for the future), Design (integrating wishes for the future with plans for needed changes to structure, systems and processes) and Destiny (making it happen and making it sustainable over time Appreciative enquiry is a new way of approaching problem solving, team-building and solution development. Appreciative Inquiry works from a set of assumptions. 1. In every society, organisation or group, something works well. 2. What we focus on, becomes our reality. 3. Reality is created in the moment, and there are multiple realities. 4. The act of asking questions of a person, or group influences the group/person in some way. 5. People have more confidence to journey to the future (the unknown) when they carry forward parts of the past (the known). 6. If we carry forward parts of the past, they should be what is best about our past. 7. It is important to value differences. 8. The language we use creates our reality and experience. The Appreciativer Inquiry Way While these may seem obvious, we know from our own experience that we can look at what isnt working and start problem solving. This pulls us backwards/downwards rather than forwards.   If we focus on difficulties in the past, people become self defensive and feel that life is hopeless.   When we ask them about their successes, they become enthusiastic and start to hope again and explore possibility. Appreciative Inquiry 5-D Cycle Discovery: The Appreciative Inquiry approach to personal, or organisational, change is to begin by looking for what is working -APPRECIATING the best of our experience. Dream: This is to consider what might be ENVISIONING RESULTS Design: What should be the ideal? CO-CONSTRUCTING Destiny: How to empower, learn adjust or improvise    SUSTAINING Do-It: Action towards achievement Commitment, response, action The tangible result of the Appreciative Inquiry process is a series of statements that describe where the person or organisation wants to be, based on the best moments of where they have been. Because these statements are based in real experience and history, people know how to repeat their success. They have created before, they can create once again. The purpose is to reconnect with the life giving forces-what is working, and then go beyond that to, what could be if we expanded our paradigm of possibility. What is Appreciative Inquiry? from A Positive Revolution in Change: Appreciative Inquiry by David L. Cooperrider and Diana Whitney. Ap-preci-ate, v., 1. valuing; the act of recognizing the best in people or the world around us; affirming past and present strengths, successes, and potentials; to perceive those things that give life (health, vitality, excellence) to living systems 2. to increase in value, e.g. the economy has appreciated in value. Synonyms: VALUING, PRIZING, ESTEEMING, and HONORING. In-quire (kwir), v., 1. the act of exploration and discovery. 2. To ask questions; to be open to seeing new potentials and possibilities. Synonyms: DISCOVERY, SEARCH, and SYSTEMATIC EXPLORATION, STUDY. Appreciative Inquiry is about the coevolutionary search for the best in people, their organizations, and the relevant world around them. In its broadest focus, it involves systematic discovery of what gives life to a living system when it is most alive, most effective, and most constructively capable in economic, ecological, and human terms. AI involves, in a central way, the art and practice of asking questions that strengthen a systems capacity to apprehend, anticipate, and heighten positive potential. It centrally involves the mobilization of inquiry through the crafting of the unconditional positive question often-involving hundreds or sometimes thousands of people. In AI the arduous task of intervention gives way to the speed of imagination and innovation; instead of negation, criticism, and spiraling diagnosis, there is discovery, dream, and design. AI seeks, fundamentally, to build a constructive union between a whole people and the massive entirety of what people talk about a s past and present capacities: achievements, assets, unexplored potentials, innovations, strengths, elevated thoughts, opportunities, benchmarks, high point moments, lived values, traditions, strategic competencies, stories, expressions of wisdom, insights into the deeper corporate spirit or soul and visions of valued and possible futures. Taking all of these together as a gestalt, AI deliberately, in everything it does, seeks to work from accounts of this positive change core-and it assumes that every living system has many untapped and rich and inspiring accounts of the positive. Link the energy of this core directly to any change agenda and changes never thought possible are suddenly and democratically mobilized. appreciativeinquiry.case.edu/intro/whatisai.cfm What is Appreciative Inquiry? Appreciative Inquiry is the study and exploration of what gives life to human systems when they are at their best. It is an organization development methodology based on the assumption that inquiry into and dialogue about strengths, successes, values, hopes and dreams is itself transformational. It is founded on the following set of beliefs about human nature and human organizing: à ¢Ã¢â€š ¬Ã‚ ¢ People individually and collectively have unique gifts, skills and contributions to bring to life. à ¢Ã¢â€š ¬Ã‚ ¢ Organizations are human social systems, sources of unlimited relational capacity, created and lived in language. à ¢Ã¢â€š ¬Ã‚ ¢ The images we hold of the future are socially created and, once articulated, serve to guide individual and collective actions. Through human communication (inquiry and dialogue) people can shift their attention and action away from problem analysis to lift up worthy ideals and productive possibilities for the future. In short, Appreciative Inquiry suggests that human organizing and change, at its best, is a relational process of inquiry, grounded in affirmation and appreciation. One way to understand Appreciative Inquiry is to consider the meaning of its two words. Each word alone has implications for the practice of organization change. The power of Appreciative Inquiry, however, is the by-product of the two words working together. Like hydrogen and oxygen that combine to make water the most nurturing substance on earth appreciation and inquiry combined produce a powerful, vital approach to leadership and organization change. Appreciation: Recognition and Value Added Appreciation has to do with recognition, with valuing and with gratitude. The word appreciate is a verb that carries a double meaning. It refers to both the act of recognition and the act of enhancing value. Definitions include: à ¢Ã¢â€š ¬Ã‚ ¢ to recognize the best in people and the world around us; à ¢Ã¢â€š ¬Ã‚ ¢ to perceive those things which give life, health, vitality and excellence to living human systems; à ¢Ã¢â€š ¬Ã‚ ¢ to affirm past and present strengths, successes, assets and potentials; à ¢Ã¢â€š ¬Ã‚ ¢ to increase in value (e.g., the investment has appreciated in value). Indeed, organizations, businesses and communities can benefit by greater appreciation. Around the global, people hunger for recognition. They want to work from their strengths on tasks they find of value. Executives and managers long to lead from their values. They seek ways to integrate their greatest passions into their daily work. And organizations strive regularly to enhance their value to shareholders, employees and the world at large. Inquiry: Exploration and Discovery Appreciative Inquiry is about more than appreciation, recognition, and enhancement of value. Its also about inquiry. Inquiry refers to the acts of exploration and discovery. It implies a quest for new possibilities, being in a state of unknowing, wonder and a willingness to learn. It implies an openness to change. The word inquire also a verb means: à ¢Ã¢â€š ¬Ã‚ ¢ to ask questions; à ¢Ã¢â€š ¬Ã‚ ¢ to study; à ¢Ã¢â€š ¬Ã‚ ¢ to search, explore, delve into or investigate Inquiry is a learning process for organizations as well as for individuals. Seldom do we search, explore or study what we already know with certainty. We ask questions about and query into areas unfamiliar to us. The act of inquiry requires sincere curiosity and openness to new possibilities, new directions and new understandings. We cannot have all the answers, know what is right, or be certain when we are engaged in inquiry. The spirit of inquiry is the spirit of learning. How Does Appreciative Inquiry Work? The process used to generate the power of Appreciative Inquiry is the 4-D Cycle. Based on the notion that human systems people, teams, organizations and communities grow and change in the direction of what they study, Appreciative Inquiry works by focusing the attention of an organization on its most positive potential its positive core. The positive core is the essential nature of the organization at its best peoples collective wisdom about the organizations tangible and intangible strengths, capabilities, resources, potentials and assets. The Appreciative Inquiry 4-D cycle unleashes the energy of the positive core for transformation and sustainable success. Affirmative Topic Choice: The 4-D Cycle begins with the thoughtful identification of what is to be studied affirmative topics. Since human systems move in the direction of what they study, the choice of what to study what to focus organizational attention on is both essential and strategic. The topics that are selected provide a framework for collecting stories, discovering and sharing best practices, and creating a knowledge-rich work environment. They become the organizations agenda for learning and innovation. Once selected, affirmative topics such as inspired leadership, optimal margins, or culture as competitive advantage guide the 4-D Cycle of Discovery, Dream, Design and Destiny. Discovery: The Discovery phase is a diligent and extensive search to understand the best of what is and what has been. It begins with the collaborative act of crafting appreciative interview questions and constructing an appreciative interview guide. Appreciative Inquiry questions are written as affirmative probes into an organizations positive core, in the topic areas selected. They are written to generate stories, to enrich the images and inner dialogue within the organization, and to bring the positive core more fully into focus. The results of Discovery include: à ¢Ã¢â€š ¬Ã‚ ¢ The formation of new relationships and alliances, that bridge across traditional barriers. à ¢Ã¢â€š ¬Ã‚ ¢ A rich description or mapping of the organization s positive core. à ¢Ã¢â€š ¬Ã‚ ¢ Organization-wide sharing and learning from stories of best practices, golden innovations and exemplary actions. à ¢Ã¢â€š ¬Ã‚ ¢ Greatly enhanced organizational knowledge and collective wisdom. These results, in turn, inspire the emergence of organic, unplanned changes well before implementation of the more planful phases of the 4-D cycle. Dream: The Dream phase is an energizing exploration of what might be: a time for people to explore their hopes and dreams for their work, their working relationships, their organization, and the world at large. It is a time for groups of people to engage in thinking big, thinking out of the box, and thinking out of the boundaries of what has been in the past. The intent of the Dream phase is to identify and spread generative, affirmative, and hopeful images of the future. Typically this is accomplished in large group forums, where unusual combinations of stakeholders explore: à ¢Ã¢â€š ¬Ã‚ ¢ Creative images of the organization s most positive potentials à ¢Ã¢â€š ¬Ã‚ ¢ Innovative strategic visions à ¢Ã¢â€š ¬Ã‚ ¢ An elevated sense of purpose. Design: The Design phase involves making choices about what should be within an organization or system. It is a conscious re-creation or transformation, through which such things as systems, structures, strategies, processes and images will become more fully aligned with the organizations positive past (Discovery) and highest potential (Dream). Destiny: The Destiny phase initiates a series of inspired actions that support ongoing learning and innovation or what will be. Since the entire 4-D Cycle provides an open forum for employees to contribute and step forward in the service of the organization, change occurs in all phases of an Appreciative Inquiry process. The Destiny phase, however, focuses specifically on personal and organizational commitments and paths forward. The result of destiny is generally an extensive array of changes throughout the organization in areas such as: à ¢Ã¢â€š ¬Ã‚ ¢ Management practices à ¢Ã¢â€š ¬Ã‚ ¢ HR processes Measurement systems à ¢Ã¢â€š ¬Ã‚ ¢ Customer service systems à ¢Ã¢â€š ¬Ã‚ ¢ Work processes and structures In many cases, the 4-D Cycle provides the framework for ongoing activities. Thus, the cycle begins again . . . and again . . . and again. Why Does Appreciative Inquiry Work? Appreciative Inquiry works because it treats people like people, and not like machines. People are social. We create our identities and our knowledge in relation to one another. We are curious. We like to tell stories and listen to stories. We pass on our values, beliefs and wisdom in stories. We like to learn and to use what we learn to be our best. And we delight in doing well in the eyes of those we care about and respect. Appreciative Inquiry enables leaders to create natural human organizations knowledge rich, strength based, adaptable, learning organizations. www.positivechange.org/appreciative-inquiry.html Appreciative Inquiry Consulting AI Consulting, LLC offers a collaborative, strength-based approach to strategic change and transformation. At the heart of our practice is Appreciative Inquiry (AI), an approach that draws on the strengths and values of an organization in order to implement its change agenda and achieve its highest goals. AI Consulting has the greatest concentration of AI expertise and our consultants span the globe. Among them are the thought leaders, authors, and founders of AI. Our whole-systems approach, global reach, and collaborative partnerships are reflected in our success stories. AI Consulting combines features of a large consulting firm, a knowledge web, an alliance of change agents, and a socially responsible business entity. We are a principle-driven organization, valuing integrity, learning, generosity, and the common good. Our leading-edge design makes us highly flexible and responsive to client needs. We always seek to enhance the core strengths that give life to an organization while growing its economic vitality, ecological integrity and organizational health.   www.aiconsulting.org/ Appreciative Inquiry Appreciative Inquiry (AI) is a process for catalyzing positive change developed at Case Western Reserve University by David Cooperrider, a professor of Organizational Behavior at their Weatherhead School of Management. As a graduate student, Cooperrider noticed that most organizational change was driven by consultants going into an organization and looking for problems and then attempting to fix them. He decided to see what happened if he took the opposite approach. During his graduate thesis work, Cooperrider went into the Cleveland Clinic and, rather than seek out what needed fixing, he sought out what was working well. He then developed a structured process to concentrate information about these success factors in what is called the positive core and to then amplify that positive core throughout the organization. The experiment was a great success and Cooperrider went on to establish the process as Appreciative Inquiry. Appreciative Inquiry is both a specific methodology and a perspective and has been defined as the study of what gives life to human systems when they are at their best. As such it ties deeply into fields such as Positive Psychology and Flow which, like AI, stand in contrast to our cultures typical problem-based or deficit-based mindset. To understand the phrase more deeply, we need simply look at the two words that make it up. Appreciate has two meanings: to look for the best in something and to increase something in value, such as when a stock or real estate appreciates. Inquiry means to seek understanding using a process based on provocative questions. So the idea is that provocative questions are used to draw out powerful success stories and identify the factors that are already working well within a human system. We can then use this understanding to help bring about what people want more of (as opposed to the usual cultural focus on reducing what they want less of). The specific methodology of Appreciative Inquiry gives us the tools to do this, while involving both left and right brains, and exploring the past, present and future. It consists of five main phases: Affirmative Topic Choice An interview is carried out using several provocative questions and, from the clients responses, several themes are chosen as the focal points for the rest of the inquiry process. Discovery Further provocative questions are explored regarding each of the Affirmative Topics and, from the clients responses, several themes are again chosen. These themes, a virtual DNA sample of the system at its best, reflect its central success factors its best strengths, talents, assets, values and ideals and are known as its positive core. Dream Creative processes are used to verbally and/or experientially explore what the future might be like if the positive core were more thoroughly enacted throughout the system and to examine, looking back from that vantage point, what must have happened in order for it to have reached such an optimal state. Design The system is organized into an architecture, and preferences chosen for each element of that structure, that will enable further enactment of the positive core and lessons from the Dream phase throughout the system. Provocative Propositions, in which clients put in writing broad goals or ideas that will help encourage the organization to move in the direction of optimization, may also be developed. Destiny Concrete plans are made and supporting resources put in place for enacting the chosen preferences in the service of amplifying the positive core and making the clients dreams a reality. Notice how these phases, in many ways, mimic the evolutionary process. That which is working best in a system is selected for and then those successful elements of the system become the raw material for its next stages of development. Thus, I like to consider Apprecative Inquiry a process for facilitating and accelerating evolutionary processes. Appreciative Inquiry has now been used to aid optimization in many large companies such as British Airways and Verizon, in schools such as at UC Berkeley, and even in whole cities such as in the Imagine Chicago project. It has also been adapted for use with families, individuals, and in many other settings. In developing my company, Emergent Associates, we synthesized a number of other tools and methods within a framework deeply based in Appreciative Inquiry to create our unique coaching and consulting process. Though a simple and enjoyable process for clients to experience, Appreciative Inquiry ties into fields as diverse as evolution, chaos theory, Systems Thinking, and other systems sciences. A quote from 3creativeASIN=1576752267creative=373489camp=211189The Power of Appreciative Inquiry: A Practical Guide to Positive Change sums up the mindset of this field well. We are not saying to deny or ignore problems. What we are saying is that if you want to transform a situation, a relationship, an organization, or community, focusing on strengths is much more effective than focusing on problems. www.systemsthinker.com/interests/appreciativeinquiry/    APPRECIATIVE APPROACH The Challenge The underlying belief of todays paradigm is that there is one best way to do things; one perfect way for an organization to be formed; one preferred way for employees to perform; one acceptable way for people to behave. We have been trained and educated from an early age to look for things in our human organizations that are not the best, perfect or preferred so that we can to fix them. We are a world of problem solvers. Our basic assumption of problem solving seems to be that organizations are problems to be solved. The process traditionally involves: (1) identifying the key problems; (2) analyzing the causes; (3) locating logical solutions; and, (4) developing an action plan. The result, change happens through a linear process that assumes we can repair human beings and organizations much as we might repair our car or computer. If we fix the problems, the organization will succeed. While this problem solving mentality has dominated business for years and led to some success, we are starting to see the limitations of this approach. The problem-solving approach directs attention to the worst of what is, constantly examining what is wrong with the organization. This continuous focus can have some very limiting and unintended consequences: We assume that because we know the problem, we must know the solution. No innovation. The organization creates no visions/images of the future. Breakthrough changes happens slowly, if at all, because we put attention on yesterdays causes. Visionless voice leading to organizational fatigue. Not another problem to deal with! Weakened fabric of relationships, defensiveness blameà ¢Ã¢â€š ¬Ã‚ ¦the creation of a negative culture. However, recent advances in the sciences and other related fields of study are causing a shift in how we understand the world. This new research and experience is leading us to an entirely new way of thinking about our organizations and how we improve them. There is a BETTER way! A Positive Change Model The fact is that our organizations are not predictable machines, but rather human constructions that are molded and changed by the images that human beings have of them. If we think that our organization is dysfunctional, unhealthy, and a bad place to work, most of what we see will be the behaviors, attitudes, and values that prove us right. If, on the other hand, we look for those things in our organizations that are healthy, creative, and supportive, we will begin to see an entirely different organization. We actually have a choice on what we focus on and Appreciative Inquiry (AI) is a method that can help us see the true potential or our organization. In contrast to the problem solving approach, the underlying assumption of Appreciative Inquiry is that organizations are solutions to be embraced. AI Definition To appreciate means to value to understand those things that are worth valuing. To inquire means to study, to ask questions, to search. AI is, therefore, a capacity building approach that selectively seeks to locate, highlight, and illuminate the life-giving forces within an organization or community. AI seeks out the best of what is to help ignite the collective imagination of what might be.   The aim is to generate new knowledge that expands the realm of the possible and helps people envision a collectively desired future and to carry forth that vision in ways which successfully translates images of possibility into reality, and belief into practice. AI is not a methodology. It is a philosophy, an orientation to change, and a way of seeing and being in the world!   AI 4-D Model Tirawa Consulting uses a change process, called the 4-D Model (see below), that: (1) Discovers what gives life to an organization; what is happening when the organization is at its best; (2) Dreams about what might be; what the world is calling the organization to be; (3) Designs ways to create the ideal as articulated by the whole organization; and, (4) Delivers through an on-going and iterative processes. This is not a static solution but rather a dynamic process of continuous change. The 4-D Model has been used successfully in multiple cultures, in all sizes of organizations, working in every sector of relief and development, at every level of the organization. The 4-D Model has also produced tremendous results in the governmental and business sectors as well.   Tirawa Consulting can help integrate AI into your strategic change agenda and work with you to design a solution that will involve your people, identify your strengths, and chart a course for unbelievable transformation! Here are just a few examples of how AI can be used to drive your organization to higher levels of performance: Culture transformation Vision building Team building development Feedback performance management Organization redesign Partnership creation / relationship building Strategic Many other applications

New Industries in the Caribbean Essay

Caribbean economies from their earliest periods of colonization were essentially agrarian based (during slavery). Economical activities included livestock farming and small farming done by the peasants. There were also trading and commerce which included the establishment of shops, inns and taverns. Large plantations were worked by a mass of slaves with the premier crop being Sugar Cane. When the colonizers first came to the West Indies they mainly grew crops such as coffee, cotton, ginger, banana and cocoa mainly for export. However during the second half of the 18th century, these crops lost their comparative advantage to sugar. When sugar experienced its depression the planters relaxed their stronghold over control of the land and some estate workers turned their attention to the peasant sector and other industries. NEW INDUSTRIES By the beginning of the twentieth century, the peasantry had begun to play a very important role in the diversification of the West Indian economies. The Royal Commissions before the Norman Commission, and the Norman Commissions had made recommendations for the development of the peasantry (Curtis: p 32). Many of the export crops recommended by the Norman Commission were already being cultivated by the peasantry. For these crops to have greater success, the peasantry would need capital for greater investment. But this capital was not forthcoming. This was due to the fact that they had limited capital, occupied small plots of land because they were charged a lot for these lands. Additionally the peasants cannot produce at subsistence level. The black peasantry in particularly faced a number of obstacles which included the increase in land prices, eviction from lands, refusal to subdivide and sell lands and also heavy taxations. The planters most of the times sold large pieces of lands for lower cost to the whites in comparison to the ex-slaves. Rice, which had been cultivated earlier as a subsistence crop in Guyana began to assume importance as a cash crop in the late nineteenth century. The abandonment of sugar cultivation on some estates made more land available, as did the opening up of riverain crown lands in 1898 on what for some were manageable terms of purchase. By 1900 government interest was being channeled through the board of agriculture ith conducted experiments in different rice varieties and supplied seed to the growers. A more objective was to develop a uniform grain size to reduce wastage in the milling process and by 1908 this had been substantially achieved. All of this stimulated further expansion so that, whereas in 1891 the land under rice amounted to only 4000 acres, there was a tenfold increase in the following two decades, and by 1917 for every ten acres planted in sugar, Guyana, eig ht acres were planted in rice. Expanding rice acreage was accompanied by the mushrooming of small mils. In 1914 there were 86 of them in existence. They were hardly elaborate structures but they were linked to the large mercantile firms in the capital and they controlled growers in the villages through a system of advances. Many of the millers, like many large rice growers were Indians who employed Indian labour, and the evidence suggests that ethnicity hardly guaranteed favourble treatment. In 1905 it was exporting to the Caribbean. Rice enjoyed considerable prosperity during the first war. In the inter-war period alternative sources of supply to the Caribbean market dried up and this provided the main basis for the steady expansion of the industry in Guyana. Guyana is by far the most important producer of rice in the Commonwealth Caribbean. There were about 20 thousand peasant farmers in 1952; by 1965 their numbers were believed to have more than doubled, reaching 45 thousand. There were 222 rice mills in 1960 and 199 in 1970. All were privately owned, except two which were owned and operated by the Rice Development Company. Bananas were first introduced into Jamaica in 1516. However the first exports took place in 1869 after the depression of sugar. As the industry flourished American companies came in to handle the trade as the peasants supplied bananas to a US [Boston] banana trader Lorenzo Dow Baker. Boston Fruit Company later formed to trade in Bananas with Caribbean and Central America which later became the United Fruit Company [UFCo]. By 1890 the value of Banana exports exceeded that of sugar and rum, and it retained this position except for a few years until the Second World War. By 1937 Jamaica provided twice as many stems as any other country in the world. It thus became a plantation crop-corporations and large entrepreneurs. Banana soon became the principal exports from Jamaica, and Windward Island. Trading partners also changed-Destination was now USA. During the war the industry declined because the ships could not be spared to transport the product. By the beginning of the nineteenth century coffee was also an important crop in Jamaica (The Banana production was done mainly by the Middle class mulattoes). During the depression sugar farmers in Trinidad turned their attention to cocoa which was the first major export of the island, and by 1900 it had become the major export once again. It retained this position until 1921 when Ghanaian cocoa began to swamp the world market. During that time too cocoa was also an important crop in St. Lucia, St. Kitts and St. Vincent. In the 1930’s citrus, which had been cultivated in the stricken cocoa areas became important. So too did Pineapples in the 19th century. Relatively small scale farmers earned cash for production of bananas, coffee, cocoa and pimento for exports. They also produced tubers, fruits and vegetables for domestic markets. A substantial part of small farming was for subsistence with relatively small surpluses for sale. Bauxite, tourism and urban-based manufacturing and services replaced export agriculture as the dominant sectors of the economy in the post-war era, as the British West Indies pursued a programme of â€Å"industrialization-by-invitation† The mineral resources which include bauxite, aluminum, gold et cetera have been developed by foreign capital and for the export market, to a much greater extent than the main agricultural products. In Guyana the American-owned Bauxite industry shipped its first load of ore in 1922. Expansion was steady throughout the inter-war period but it was not until the second war that bauxite became an important force in the economy. The Jamaican bauxite industry was developed by American companies after the second war. Demand for aluminum by the United States military and space programmes and by the automobile and other consumer goods industries created a lucrative market for bauxite and aluminum. As of such in 1957 Jamaica became the world’s leading bauxite producer and the main U. S. supplier. The U. S. dollar earnings from this new export financed the import of capital goods manufacturing industries that were set up to produce for the growing domestic and regional markets. The investment cycle of the multinational bauxite mining companies began topping offs as the decade of the 1960s drew to a close. Bauxite and aluminum thus replaced sugar and bananas as the leading export product after the Second World War. In 1964 Jamaican bauxite industry had over 800 registered manufacturing establishments including a cement factory, cigarette factories, breweries and bottling plants, extiles, clothing factories and plant producing soap, margarine and edible oil. In February 1967 an agreement was announced between the Jamaican government and an American metal-fabrication company to erect an aluminum plant in Jamaica. The petroleum industry in Trinidad and Tobago is the oldest mineral industry in the common-wealth Caribbean. The first successful well dates back to 1857 but it was not until the first decade of this century that the industry was established. By 1909 the country was exporting oil and by 1919 five refineries were in operation. The industry is largely owned and controlled by foreigners. The production of crude oil is mainly in the hands of four companies-Texaco, Shell, Trinidad Northern Area owned by Trinidad Tesoro, Shell and Texaco as equal partners. However by 1980 the government had purchased all foreign operations except Amoco. The tourist industry was developed after the Second World War, and this two is foreign owned and controlled. This industry is an offshoot of the banana and bauxite industry especially in Jamaica. The establishment and development of the tourist industry were facilitated by incentive legislation and special institutions. Jamaica passed the Hotels Aid Law, 1944, granting accelerated depreciation allowances and duty-free importation of materials for the construction and furnishing of hotels, and the Hotel Incentives Law, 1968, granting tax holidays and other concessions. The Hotel Aids Act passed in Barbados in 1967 allows duty free importation of building materials and equipment and grants a tax holiday of ten years. And all three territories set up Tourists Boards to promote and service the industry. As in the other generating sectors of the economies, there is a large proportion of foreign ownership in the tourist industry. In 1971 thirty-five per cent of the hotels in Jamaica were wholly foreign owned, 56 per cent wholly locally owned and 9 per cent joint ventures. Foreign ownership was more pronounced in Barbados. Foreigners owned 61 per cent of the capacity there: 33 per cent was owned by nationals of the United Kingdom. 16 per cent by Canadians and 12 per cent by Americans. Barbadians owned 34 per cent, and 5 per cent was jointly owned. Local ownership was dominant (80 per cent) among the smaller establishments which provided 25 per cent of the total capacity. Trade and commerce was also taking place in many places in the British West Indies as well. According to Beckles and Shepherd (1993) â€Å"export trade in the British Islands showed in a number of the units spectacular increases to the peak of prosperity between 1929 and 1940. † British Guiana traded with Europe and North America, commodities such as sugar cane, coffee and fruits. Trinidad exported petroleum products such as oil to places such as North America and the United Kingdom. Jamaica too traded tropical fruits, sugar cane, coffee, cocoa and other commodities with Europe and North America. In the late 1950s, Jamaica became the biggest supplier of bauxite to the United States. RACE: The Indians are concentrated mainly on the sugar estates while the Africans are concentrated in the villages and the towns. The Africans have always been more mobile geographically and socially and the chief supporters of the urbanization movement. They provide the overwhelming majority of the labour force in the bauxite industry and mining camps in the interior of Guyana, and the petroleum industry in Trinidad, and the bulk of the factory and service workers in both countries. Until the 1950s they occupied a somewhat monopolistic position in the white-collar and professional positions. The Indians supply the bulk of the field sugar workers and also the rice producers in Guyana. -Europeans owned most of the wealth-producing assets in the colonial economy. The indigenous Ihere, imported labour] populations were allowed to engage in small-scale peasant farming on the fringes of large white-owned plantations but mainly relegated to providing cheap labour for the white settlers in the expanding corporate economy. Where this posed problems, intermediary racial groups (Chinese, Indians, etc. ) were brought in to fill the gaps in labour supply. As export staples increased the wealth base of the colonial economy and as some diversification into minerals, tourism and manufacturing increased that wealth base further, commerce and services expanded. This opened up opportunities for small-scale capital and smaller entrepreneurial firms to operate alongside the large white-controlled corporations. (Thompson: p 244). In Jamaica, this intermediate minority group comprised immigrant â€Å"white ethnics† like the Lebanese and Jews (who joined a much older community of Jamaican Jews dating back to the period of colonization and settlement) and the Chinese, whose upper and middle echelons, occupying a â€Å"shopkeeper† niche, secured for the group the real and/or symbolic function of â€Å"social whites†. A racially mixed â€Å"brown middle class† also formed a component of this â€Å"minority, intermediary ethnic group†. The traditional white planter class was displaced both by foreign corporate capital, whose interests were concentrated on sugar, and later bauxite and tourism, and the intermediary ethnic groups with whom they eventually merged. The latter groups formed a domestic merchant and manufacturing sector alongside the transnational enclaves. A black rural middle class emerged on the basis of medium-sized holdings concentrating on export crops such as bananas, pimento, coffee and citrus. They comprised a tiny minority of the rural population, however, most of whom occupied a range between full-time peasants and full-time proletarians. The race related dualism of Caribbean economy was classically exhibited in the division between the (TNC or â€Å"Jamaica-white†-owned) plantation and (black) peasant economies of rural Jamaica. In 1938, this division was reflected in a tenure system which â€Å"concentrated over fifty per cent of agricultural land into some 800 holdings and left nearly 100,000 poor peasants and their families with twelve per cent of the land* (Post, 1981: 2-3). In addition, the black peasant economy was itself internally stratified, partly along the lines of the division between export production and domestic food crop production, which was itself related to size of holding. In addition, there were roughly 80,000 households at the lower margins of the peasantry with an average of a quarter of an acre each. .A significant bureaucratic and professional black middle class emerged, but Blacks failed to challenge the entrenched economic positions of the intermediary-ethnic elites. In the meantime, economic frustration and disfranchisement led large numbers of peasant and working class Blacks to participate in â€Å"a massive outward migration to Britain and a large-scale exodus from rural to urban areas, which translated rural poverty into urban ghettoes and urban poverty† (ibid. : 252). In the late 1960s and early 1970s, many ethnic elites from the BWI began migrating abroad. This â€Å"created unanticipated and unexpected new openings for black entry into the entrepreneurial class and facilitated large-scale entry of Blacks into the middle and upper levels of private sector management† (ibid: 254). Blacks became well established within the corporate managerial elite and gained a foothold in many sectors of the economy manufacturing, construction, business services, tourism, commerce and agriculture alongside the still dominant minority ethnic groups. Their enterprises tended to be smaller, but a few were large. Other developments were the growth of import-trade higglering, which represented an expansion and in some cases a very lucrative enhancement of a traditional female working class role. The big corporate sector enterprises in insurance, banking, distribution, manufacturing, hotels and services remained under the predominant ownership of the economically dominant minority Jews, Whites, Lebanese and Browns†. Indeed, migration of some of the less important families appears to have facilitated a consolidation and expansion of corporate ownership among the biggest capitalist families.

Piaget and Vygotsky Essay

In this Essay I will compare and contrast the theories of Piaget and Vygotsky. They both were influential in forming a more scientific approach to analyzing the cognitive processes of the child active construction of knowledge. They both developed their own ideas of child development and they believed cognitive development in children took place in stages. However they were distinguished by different styles of thinking. Piaget thought that children actively construct their own cognitive worlds and they adapt their thinking to include new ideas because additional information furthers understanding. He stressed that to make sense of our world we organize our Schemata or experiences. We connect one idea to another. We also adopt new ideas. Adaptation is by assimilation, which occurs when individuals incorporate new information into their existing knowledge into an existing pattern of behavior of schemata (example). Piaget refers to Schemata or schemas to the way we organize our knowledge. We can think our knowledge as units and each of them related to aspects of the world including actions, objects etc. (referencing ) Accommodation occurs when individuals adjust to new information. Piaget thought that equilibrium occurs when is a balance between assimilation and accommodation. He believed equilibrium schema is both the category of knowledge as well as the process of acquiring that knowledge. As experiences happen and new information is presented, new schemas are developed and old schemas are changed or modified. An example is, say a child sees a crow and a pigeon in the sky, and is told that they are birds. The child then forms a bird schema defined as â€Å"something that flies†. The next day, he goes out and sees a seagull, which easily fits into his existing bird schema. This is called assimilation, when we take new experiences/knowledge and put them in our existing schemas (or categories). The next day, a child goes out and sees a plane in the sky. Whilst this fits the definition of â€Å"something that flies†, it seems to be quite different than the other birds he has seen, and he is told that this is not a bird. To explain this, the child forms one large category of ‘flying things’, with two sub-categories; birds and planes. This process is called accommodation, where we change our existing knowledge structures to account for new information that doesn’t fit. Piaget also believed that we go thought four stages in understanding the world. Each stage is aged related and consist of a distinct way of thinking, a different way of understanding the world. This theory is known as Piaget’s Stage Theory because it deals with four stages of development, which are sensorimotor, preoperational, concrete operational and formal operational. ( referencing ) On the other hand, Vygotsky believed that children actively construct their knowledge. He gave social interaction and culture far more important roles in cognitive development than Piaget did. Vygotsky socio cultural cognitive theory emphasizes how cultural and social interactions guide cognitive development. He portrayed the child development as inseparable from social and cultural activities. Vygotsky argued, â€Å"learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function† (1978, p. 90). In other words, social learning tends to precede development. He believed that the development of memory, attention and reasoning involves learning to use the inventions of society, such as language, mathematical systems and memory strategies.( referencing) Piaget believed that development had to come before learning; Vygotsky believed that development and learning worked together though socialization and language. Vygotsky gave language a huge role in development. For vygotsky Language plays two critical roles in cognitive development. First language is the main means by which adults transmit information to children. Secondly, Language itself it is a very powerful tool of intellectual adaptation. Vygotsky believed that language develops from social interactions, for communication purposes. Later language ability becomes internalized as thought and â€Å"inner speech†. Thought is the result of language. Piaget thought that there was a connection between biological and cognitive development. Vygotsky believed that knowledge from social interactions spurred cognitive growth and development. Even they had really big differences; they both believed that social interactions played an irreplaceable role in cognitive development. Piaget thought that cognitive development is influenced by social transmission (learning from others). Vygotsky believed that social interactions were an instrument in development and that it heavily influenced thoughts and language. Piaget strongly considered that the developmental ages of students determined where they should be in the learning process. Vygotsky took that idea further by comparing the learner’s actual development to their potential development. He called this area of â€Å" zone of proximal development. ZPD is the range of tasks that one cannot yet perform independently, but can accomplish with the help of a more competent individual. For example, a child might not be able to walk across a balance beam on her own, but she can do so while holding her mother’s hand. Since children are always learning new things, the ZPD changes as new skills are acquired. Piaget stages are hierarchical. Each of Piaget’s stages must be complete before moving to the next one. Vygotsky’s theory does not depend on time. Piaget stages imply that children cognitively develop on their own, without the help of someone or something. Vygotsky concentrates more on social interactions and aide given to a child when develops. Vygotsky Scaffolding is the kind of help, assistance and support that enables a child to do a task which they cannot quite manage yet alone and which it will help them in the future to be able to make that task or similar on their own. For example: In a school laboratory science class, a teacher might provide scaffolding by first giving students detailed guides to carrying out experiments, then giving them brief outlines that they might use to structure experiments, and finally asking them to set up experiments entirely on their own. ‘What the child can do with assistance today she will be able to do by herself tomorrow’ (Vygotsky, 1978, p.87). Both these educators contributed to the present day ideas of constructivist learning. Both offer some incredible insight into possible ways children learn and byusing there theories it is possible to create a more conductive learning environment for the child.

Scottsville Textile Mill - 858 Words

Assignment 1 Scottsville Textile Mill As per the report a model has been developed which can be used to schedule production for the Scottsville Textile Mill and at the same time how many yards of each fabric must be purchased from another mill has been determined. All the discussion and analysis of the report has been included below. Table 4.16 Monthly demand, selling price, variable cost, and purchase price data for Scottsville Textile Mill Fabrics Fabric | Demand (yards) | Selling price ($/yard) | Variable Cost ($/yard) | Purchase Price ($/yard) | 1 | 16500 | 0.99 | 0.66 | 0.80 | 2 | 22000 | 0.86 | 0.55 | 0.70 | 3 | 62000 | 1.10 | 0.49 | 0.60 | 4 | 7500 | 1.24 | 0.51 | 0.70 | 5 | 62000 | 0.70 | 0.50 | 0.70 | Table†¦show more content†¦A discussion of the value of additional loom time. (The mill is considering purchasing a ninth dobbie loom. What is your estimate of the monthly profit contribution of this additional loom?) If an additional dobbie loom is purchased, the total profit is $62998.19, an increase of $466.70. Depending on the cost of the loom, we should make sure whether is really necessary. 4. A discussion of the objective coefficients ranges. The following are range of variable cost Cell | Name | Range | Fabric | 1 Dobbie | 0.65 | 0.68 | Fabric | 1 Regular | 0.52 | 1E+30 | Fabric | 2 Dobbie | -0.14 | 0.56 | Fabric | 2 Regular | 0.41 | 1E+30 | Fabric | 3 Dobbie | 0.48 | 1E+30 | Fabric | 3 Regular | 0.48 | 0.6 | Fabric | 4 Dobbie | 0.50 | 1E+30 | Fabric | 4 Regular | -0.11 | 0.52 | Fabric | 5 Dobbie | 0.48 | 1E+30 | Fabric | 5 Regular | -0.14 | 0.52 | Fabric | 1 y_i:=number of yard product i is purchased | 0.78 | 0.81 | Fabric | 2 y_i:=number of yard product i is purchased | 0.69 | 1E+30 | Fabric | 3 y_i:=number of yard product i is purchased | 0.49 | 0.61 | Fabric | 4 y_i:=number of yard product i is purchased | 0.62 | 1E+30 | Fabric | 5 y_i:=number of yard product i is purchased | 0.64 | 1E+30 | There are no range of selling cost and purchasing cost, since the total selling profit only depends on the demands, which areShow MoreRelatedScottsville Textile Mill Case747 Words   |  3 PagesScottsville Textile Mill Case MGM 350 Production Schedule and loom assignment Decision Variable X1: Yards of fabric 1 on dobbie loom X2: Yards of fabric 2 on dobbie loom X3: Yards of fabric 3 on dobbie loom X4: Yards of fabric 4 on dobbie loom X5: Yards of fabric 5 on dobbie loom X6: Yards of fabric 3 on regular loom X7: Yards of fabric 4 on regular loom X8: Yards of fabric 5 on regular loom X9: Yards of fabric 1 purchased X10: Yards of fabric 2Read MoreManagement Science1375 Words   |  6 Pages The Scottsville Textile Mill produces five different fabrics. Each fabric can be woven on one or more of the mill’s 38 looms. The sales department’s forecast of demand for the next month is shown below, along with data on the selling price per yard, variable cost per yard and the purchase price per yard. The mill operates 24 hours a day and is scheduled to work 30 days during the coming month. Monthly Demand, Selling Price, Variable Cost, and Purchase Price Data for the Scottsville Textile Read MoreTextile Mill Scheduling760 Words   |  3 PagesTextile Mill Scheduling Problem formulation †¢ Variable assignment on the length of each fabric produced and purchased: X1 - Length of fabric 1 in Yards produced as dobbie looms X2 - Length of fabric 2 in Yards produced as dobbie looms X3 - Length of fabric 3 in Yards produced as dobbie looms X4 - Length of fabric 4 in Yards produced as dobbie looms X5 - Length of fabric 5 in Yards produced as dobbie looms X6 - Length of fabric 3 in Yards produced as regular looms X7 - Length of fabric 4 in Yards