Impact of developing technology on the retail industry Research Paper

Impact of developing technology on the retail industry - Research Paper Example The focus is on improving competitiveness and taking advantage of the available opportunities. The need for shops is increasingly becoming obsolete with the changing technological trends. Online systems have led to the creation of virtual shops that are slowly replacing the convectional shopping centers. This trend is expected to increase with the future predicting a possible phase off for shops. This revolution has been experienced in several sectors, Apple was one of the corporations that championed this paradigm shift through online marketing and use of its applications. Many record shops have been closed in the near past because of the changing patterns in buying of movies and music as initiated by Apple. Purchase of music online has become so prevalent not only in the United States and in Canada but in other countries including the underdeveloped countries. This trend is gaining popularity in the sale of books, Amazon, eBay among others continue to expand for the convenience and efficiency that they give to their customers. Competition has enhanced advancement across the retail markets worldwide. Technology has been the central focus for many retail outlets. Despite the fact that most of the retailers are still on profit, their margins continue to decline. This has prompted a game change that has helped them keep ahead of competition. Home Depot, a company that deals with selling household items has been able to adopt technological changes. The company developed a mobile application that not only did it enhance the customer experience but also facilitated the associates in taking inventory. The company and its customers have received this strategy with a lot of optimism. Competitiveness has also facilitated research in strategies that are predicted to enhance sales as well as increase the customer base. The pressure from competition will force the optimization of the supply chain in order to provide a better customer experience as well as remain on a profi t-making trend. The number of physical stores is expected to dramatically reduce. The so called ‘brick and mortar’ establishments are likely to remain but technological change has to be coupled with the change. However, the change will come with a drastic reduction in these outlets. Another phenomenon expected to be coupled with the reduction in the number of stores is the reduction in their sizes. The main reason for this is the increased business online capable of enhancing the decisions to lease, facilitating merchandising plans and transforming the physical layout. With the reduction of the physical locations and the size of the premises, diversification is of great essence (Sohl, 2012).. The retail market can divert its activities online as well as diversifying to the other areas of the product supply chain. In addition, they can result to offering services. Technology will facilitate the retailers to refocus on customer loyalty while enhancing closeness with the c ustomers. Loyal customers will keep on buying fro the same retailer irrespective of the change. However, in order to facilitate their shopping experience it is obligatory that they keep abreast with change, even loyal customers deserve quality and efficient services. Despite being top on the retail of household items, Home Depot developed a mobil

Negotiation Journal Research Paper Example | Topics and Well Written Essays - 2500 words

Negotiation Journal - Research Paper Example There are different pointers of what strategy to adopt in an impending negotiation activity. Before choosing a given strategy to use in a negotiation, it is important to consider three main factors. The first factor is extent of valuation of a product, issues or services that cause negotiation to happen. If a given party values an issue, product or service under consideration extremely than relationship, then a win-lose strategy is appropriate. In a win-lose negotiation strategy, relationship is not important and one party of the negotiation will wish to win and does not care of the other party. Win-lose strategy also applies when a party is discussing a fixed position or idea. It is applicable when a price of a product or an idea is fixed. Second factor to consider is the relationship between negotiators. If both parties perceive that they need each other after the negotiation, then win-win negotiation strategy is the most appropriate. In a win-win negotiation strategy, both parties to a negotiation must cooperate, participate or compromise part of their interest to accommodate each other. Both parties to a negotiation agree and discus mutually profitable actions to take. Consequently, both parties benefits after the negotiation. ... Some cultures may prefer win-win strategy while others may prefer win-lose strategy. Win-win negotiation strategy is always possible. It is also one of the most preferred business negotiation strategies available. The purpose of two parties entering into a negotiation is always to benefit from one another. Therefore, it is possible to pursue win-win strategy especially when both parties can cooperate and compromise without incurring any loss. For example, a supplier may agree to reduce a price by a certain percentage and retain some substantial profits. Both parties win because a buyer saves some money and supplier builds a favourable business relationship. At times, win-lose negotiation becomes the only negotiation strategy viable. This is often applicable where a situation or price product is fixed and cannot be changed further because it will result in a loss. Therefore, there will be no room for adjustments and the other party can either agree to the terms of the situation as the y are or forfeit the matter or the product altogether. Win-lose negotiation is always confrontational and each party tries to take advantage of the other party. The forty-eight laws of power can be helpful when crafting a distributive negotiation strategy and tactics. This applies when the other party to a negotiation is confrontational, short sighted, stereotype, aggressive and uncooperative. Forty-eight laws of power can be useful in disarming the other party’s uncompromising stance. However, if the other party is genuinely willing to cooperate, compromise and is interested in long-term relationship, it may not be an appropriate strategy. Therefore, negotiation strategies should be used according to the

Sociological Imagination Essay Example for Free

Sociological Imagination Essay The study of the social world in addition to sociological imagination contests the individualistic and naturalistic approach to the analysis of social forces that mould human behaviour in contemporary society. The interrelated social concepts that influence human behaviour challenge both explanations through suggested theories, empirical investigation and critical analysis hence, illustrate difference in perception. A direct interpretation of sociology, as defined by the writers of the text, ËÅ"Sociology: Themes and Perspectives is,  ¦Ã‹Å" the study of society. (R. Van Krieken, P. Smith, D. Habibis, K. McDonald, M. Haralambos, M. Holborn 2000:05). The study reveals mixed assumptions and perspectives of the institutions of the social world and how it influences the development of social behaviour. It challenges ideas and factors outside an individual for the pattern of human behaviour, that is, an external view. (E.C. Cuff G.C.F. Payne 1979:09). Understanding the patterns of individuals and groups in society as a whole is accepted as a scientific venture. Thus, it engages in theoretical assumptions that are empirically tested via systematic methodology and critically analysed after research results are displayed. (A. Giddens 1997:12). Sociology can only act as a window, suggesting viewpoints that may assist in a greater understanding of society. It will never determine the ËÅ"truth as a concluding result. (E.C. Cuff G.C.F. Payne 1979:09). The distinctive characteristic of sociology is the concept of being able to think beyond what is logically obvious in a particular situation concerning an individual or a whole population. It also reflects the position of an individual within the barriers of a social institution within society. This concept is referred to as ËÅ"sociological imagination. Author of ËÅ"The Sociological Imagination: The Promise, C. Wright Mills, establishes the significance of ËÅ"personal troubles, stating that, ËÅ"Troubles occur within the character of an individual ¦they have to do with his self ¦a biographical entity ¦ a private matter: values cherished by an individual are felt by him to be threatened and ËÅ"public issues as, ËÅ"An issue, in  fact, often involves a crisis in institutional arrangements ¦ (C.R. Mills 1959:08-9). The exemplification of unemployment can be adapted to illustrate the framework of sociological imagination as a means of perspective. In the working field of a society, an individual is depicted as unemployed in contrast to the employed members of society. The individualistic situation is viewed as a ËÅ"personal trouble therefore theories based upon the character, skills and available opportunities of the individual are critically analysed and considered as possible explanations. Conversely, a group of individuals labelled as unemployed, are juxtaposed to the remaining employed members of the society. The circumstances are presented as a ËÅ"public issue and individualistic factors are no longer the case. The institutional arrangements of the society are contested critically, judging the social structure rather than examining each individual separately. Sociological imagination demonstrates the variation between the sociological perspective, that is, examining society as a whole, with the individualistic explanation of conforming to personal solutions contained by an individual. (C.R. Mills 1959:09, 2000:05-6). The naturalistic explanations of human behaviour, in terms of biology, suggest the theory, ËÅ"it is only human nature. (2000:06). The sociological perspective applies a critical approach, debating the idea of natural occurrences in the pattern of human behaviour. Social behaviour, perceived on sociological grounds, is acquired by the social force of culture, which is used as a theory against naturalistic or biological interpretation. The concept of culture generates the notion for change and permanence of societies in local, national to global contexts. It also refers to customs, beliefs, values, associated language and traditions that are learned and passed on from generation to generation of a particular community in society. A theoretical statement that is proposed and challenged by both explanations is the idea of ËÅ"parents loving their children. (2000:06). Naturally, parents express strong emotions towards their offspring as a result of biological structure. However, sociological perspective explores beyond the stated assumption and examines the issue on a cross-cultural basis. Empirical research submits the view of China and the involvement of illegal adoption schemes, the limited interaction between parents and  children of European backgrounds with regards to boarding schools and the contact of a nanny during most of the growing ages of a child. Sociological imagination supports the concept of culture as a means of determining the patterns of social behaviour of individuals in society. A key role that also plays a part in moulding human behaviour is the social force of socialisation. It is a process of interaction between individuals and groups of a society. The knowledge is shared, learned and transmitted within small groups and large systems. Socialisation is promoted throughout a mixture of agents where the process occurs. A naturalistic perspective views this notion of communication as,  ¦Ã‹Å"an essential component of being human ¦ otherwise, known to be biologically inherited. (2000:08). The sociological assumption to the theory of skill adaptation, argue that the exposure of being in contact with other human beings assists in the development of social behaviour. However, the assumption does not contradict the biological theory of inheritance, it simply suggests that a considerable amount of identity development is produced from the social environment, that is, the agents of socialisation. The evidence of ËÅ"wolf children empirically justifies the need for human interaction in order to evolve an identity. (2000:08). The perceived theoretical explanations, supported by empirical evidence for the development of patterned human behaviour, demonstrate a differentiation that is critically contested between both evaluations. The perspective of functionalism in association to sociological imagination, practiced in the work of Emile Durkheim, may be interpreted on a biological level. Distinctively speaking, the human body may be exemplified as an aid to enhance the understanding of society as a whole. The different parts of the human body are linked, therefore understanding the relationship between them, formulates a basic conception of the organism as a whole. (2000:13, A. Giddens 1997:08-9). The Marxist feminism perspective views the position of women in society within the structural form. Sociologically, women are a form of underclass in the working class society of the economical system. The type of work and  duties carried out in the institution of the home is unrecognised in the macro world. As a result, women undertake low-status jobs in the workforce, this action is known as a, ËÅ"reserve army of labour. (2000:20). The radical Marxist perspective suggests that females in contemporary society lack equality due to the biological difference of their body structure. Thus, the removal of the reproductive system is said to alleviate male patriarchy. The variation of the natural theory in contrast to the social idea is evident within the critical analysis of the position of women in society, hence moulding the social behaviour of individuals with regards to the status of women. (A.Giddens 1997:10). In conclusion, the emphasis on critical analysis between the sociological perspective and imagination in opposition to the individualistic and naturalistic approach illustrate differentiation in suggested theories. The dissimilarity articulates solid empirical evidence supported by both sides of perspectives, therefore challenges the social forces of culture, socialisation and identity that manipulate and mould the human behaviour in contemporary society. The connections like functionalism and Marxism, branch out from the perspectives to function as padding, placing a conceptualised interpretation of social behaviour with regards to society. The process of learning sociologically is, ËÅ"looking, in other words, at the broader view ¦cultivating imagination. (A. Giddens 1997:03). Sociology does not determine an accurate response to the theories placed upon society. Nevertheless, it can supply a greater capacity for understanding the society as a whole via the linkages of sociological imagination and individualistic and naturalistic angles.

Chinese Room Argument

Chinese Room Argument Searles Chinese Room argumentfails because the room proves nothing Abstract Searle argues that without understanding, computers can never really have mental states. Searles argument that computers can never have understanding depends onhow he portrays the Chinese room. If we pick apart the rooms imitation process, we find that there is a computer-simulation defect and as a result the room would never pass the Turing test. We could of course let the man fix the defect. He would need to remember and change what he does as a result of what he experiences and this, I claim, is precisely what it needs to achieve intentionality. Intentionality, as Searle states, is what distinguishes mental states from physical ones. Given that there is intentionality in the room, it then becomes clear that understanding appears. Searle may counter-claim that the room itself can fix its own defects; but as the room has no semantic understanding and only syntactic translation, we can infer that the room mustve anticipated every question with a predetermined instruction. If a finite room has the capacity to predict every possible question in the universe as well as know the events of the future, then the room is ineffable. If there is understanding, or the room is simply ineffable, then the room proves nothing and Searles argument fails. Essay Searles famous Chinese Room Argument has been the target of great interest and debate in the philosophy of mind, artificial intelligence and cognitive science since its introduction in Searles 1980 article ‘Minds, Brains and Programs. It is no overstatement to assert that the article has been the centre of attention for philosophers and computer scientists for quite some time. Preston and Bishop (2002) is a perfect example of exclusivity into the ongoing debate regarding the Chinese Room, because the significance and importance of the Chinese Room is meant to be obvious. The Chinese Room is supposed to scuttle the thought of strong AI: which implies that computers have mental states. The Chinese Room arises out of the following, now familiar, story: Searle asks us to imagine that a man is seated in a sealed room with 2 doors: one allowing input from one source outside the room (in the form of a slot) and one allowing output to the source outside the room (also in the form of a slot). The input from the outside source are Chinese squiggles that have been printed on card, but to the man in the room they are nothing more than incomprehensible gibberish(since he does not know the first thing about Chinese). The man is told that upon receiving the input squiggles, he must open a heavily-indexed reference book, wherein he must scrupulously track down the squiggle he received and find the matching squiggle of another sort. Once the man finds the matching squiggle, he must record it on an output piece of card and send it back through the output doors slot. Unknowingly the man has just performed some sort of translation that is altogether opaque to his understanding. To the outside source, the Chinese room as a whole, is a sort of system and is being treated as a subject of a Turing test. The interested parties of the outside source are typing in questions in Chinese and receiving answers in Chinese. If the Chinese room is of good quality, then it should be possible to convince the interested parties that the room, or something inside it, is intelligent, thus suggested that the room, or something inside it, could pass the Turing. Searle suggests that this is an error, as the man in the room does not have any conscious states that exhibit and sort of understanding of the questions that he receives. To him it is all just squiggles. It seems, therefore, that the Turing test is not a reliable way of ascertaining true thought, and moreover that any machine exhibiting such a formal architecture, no matter how complex, could never be called intelligent in the way that we mean. Certainly it might simulate intelligence impressively, but Searle suggests th at this is precisely the problem, since it means only that we have an automata that is extremely good at fooling our test. Therefore, the Chinese Room argument appears to contain the following argument: 1. The room occupant knows no Chinese. 2. The room occupant knows English. 3. The room occupant is given sets of written strings of Chinese, {Ci, Cj,†¦, Cn} 4. The room occupant is given formal instructions in English that correlate pairs of sets of Chinese strings, hCi, Cji. 5. The room occupant is given formal instructions in English to output some particular Ci given a particular Cj. 6. The room occupants skill at syntactically manipulating the strings of Chinese is behaviourally indistinguishable from that of a fully competent speaker of Chinese. 7. If 1-6 are jointly possible, then syntax is not sufficient for mental content. 8. 1-6 are jointly possible. 9. Therefore, syntax is not sufficient for mental content. Searles contention is that no matter what may happen, the man in the room will never understand any of the Chinese. Searle takes this to broadly mean that formal architectures, such as our great look-up book, can never produce understanding, because real thought requires semantics—meaning—whereas the book gives us only syntax, or relation. Unfortunately, what the Chinese Room argument really implies about mental states and strong AI has always been a matter of great controversy. Much of the controversy and debate today comes from how Searle is challenged. The two most obvious ways to challenge Searle can be understood to be versions of what is known as the systems reply to the Chinese Room argument. The first is to challenge premise (8) of Searles argument by asserting that (1-6) are inconsistent due to premise (1) being incorrect -concluding that, in some sense, the man in the room actually knows Chinese in some important sense when we carefully consider all the details of Searles argument. The second is to challenge premise (7) of Searles argument by asserting that (1-6) are consistent but that the room understands Chinese even if the occupant does not. Searle intelligently built the Chinese Room so that those who try to pick-apart his argument with a systems response get tangled up in a web of truth in regard to strong AI or more specifically, what is understanding. A systems response simply asserts that the man in the room knows Chinese because the mans formal manipulations, or the operations of the man and the room as a whole, are structurally identical to a native Chinese speakers formal manipulations. Searles counter-argument is that if the man memorized the program, then the program has become part of the man—but for the program, which understands Chinese, the man is still simply providing the hardware on which it runs. One might attempt to apply a subtle version of the system, commonly called a virtual mind reply. Yet virtual mind replies, like system replies, do not prove that strong AI is true either: they provide no evidence that the system (or the virtual mind) understands Chinese, other than the hypothetical premise that it passes the Turing Test. Searles argument remains, for neither the systems or virtual minds succeed at challenging Searles argument. That is because both replies have tried to find understanding in the room. Thats a mistake, its playing into Searles hands, as understanding simply isnt there. Understanding is not missing because computers cant have it. Its missing because the claim that Searles claim that the Chinese room can simulate what computers can do is false. The rooms computer-imitation is so flawed that the claim that the Chinese room can produce the appearance of understanding Chinese is also false. We can easily show that there is a defect in the room when we pick apart the computer-imitation (or the rooms process), with a conversation that might take place: Dominic: Hello there. Before we begin our conversation, Id just like to point out that from here on in Im going to use the word ‘hot to mean good looking. Chinese Room: No problem, I speak slang now and then too. Dominic: I heard your cars cooling system was overheating. Did you think that your cars engine was getting too hot? Chinese Room: No the temperature was fine. Dominic: Talking about cars, did you see the yellow Ferrari parked outside your house yesterday! Dont you think Ferraris are hot cars? Chinese Room: Yes, Ferraris are commonly hot due to their high-performance engine components. The reason the room cant handle this sort of thing is that it cannot write anything that the man in the room can read. According to Searle, it can only write Chinese characters which Searle cannot read. Which is why it cannot remember things like the â€Å"hot† car. If we gave the room the right machinery so that the man in the room has the ability to change the script (similarly compared to a computer changing its own program), then the man would, essentially, be changing the rooms behaviour in response to events. Admittedly, giving the room the right machinery so the man could do this is more complicated than having a giant heavily-indexed book do all the processing, but it would remove the computer-simulation defect. Furthermore, it certainly would make intentionality possible. And it is intentionality that, according to Searle (1980) and Brentano (1874/1973), distinguishes mental states from physical ones. And, if the room had the machinery, or the fundamentals, to produc e intentionality, then the room could be made to understand. According to Searle (1980), intentionality exists in internal states if they are â€Å"directed at or about objects and states of affairs in the world†. This means, to me, that internal states can change appropriately when they are â€Å"directed at† changes. For example, if I always thought that the Chinese room was painted â€Å"green† and I found out that the room was actually painted â€Å"white†, then the Chinese rooms would think that my intentionality is lacking because my â€Å"thoughts of the room† change upon learning of a colour change. Yet, the rooms â€Å"thoughts about me† also lack intentionality because they cannot change when I tell the room that Im temporarily using â€Å"hot† differently. There are other mental states that have intentionality for similar reasons. For example, what gives my belief that â€Å"All elephants are grey† intentionality is that, after I see a few black elephants, my belief can change appropriately, to maybe â€Å"All elephants are grey or black†. Yet not all changes produced by experience are sufficiently complex or flexible enough to count toward intentionality. parent knows. http://degreesofclarity.com/writing/chineseroom/ http://plato.stanford.edu/entries/chinese-room/

Comparison of Fall of Man and Hamlet Essay -- comparison compare contr

Comparison of Fall of Man and Hamlet The medieval traditions shown in the "Fall of Man" were very apparent in Shakespeare's play, Hamlet. It is not known whether or not Shakespeare ever read the "Fall of Man", and it does not matter, for the effects and influence of the â€Å"Fall of Man† on Shakespeare's writing is very obvious when the plots of both stories are examined. Both are written in archaic form, as well as with a very strict rhyme scheme. â€Å"The Fall of Man† is a tragedy, the same as Hamlet. The reaches of the medieval writings grasp deep into Shakespeare's characters, with common characteristics shared between the characters in â€Å"The Fall of Man† and Hamlet. Even further, Shakespeare's audience would have had to have been very fluent in the language of medieval plays, for there are many references in Hamlet, to plays and mythology of a much earlier date. The style of writing used in "The Fall of Man† is very similar to that used by Shakespeare in Hamlet. This is a sign that medieval plays and literature was an influence on Shakespeare's writing. In "The Fall of Man" the common amount of syllables per line is eight. â€Å"That moffes me mikill in my minde:†[line 2] or â€Å"I knawe it wele, this was His skille†[line 46], these are both examples from â€Å"The Fall of Man†. The breaks in this pattern are quite often put there for emphasis on a line, word or point trying to be made. Shakespeare also has a common amount of syllables, ten per line, with a break in pattern for emphasizes, for example: â€Å"He hath, my lord, wrung from me my slow leave†[I, II, 61], or ... ...ife- rend'ring pelican†[IV, V, 160] which is a reference to the Elizabethan belief that pelican fed their young by tearing skin off their breast to feed them. With this knowledge that may have been common to them, they received an insight that is not available to readers of today. Shakespeare's writings are obviously deeply impacted by the older literature and plays. This becomes obvious when the technique and story lines of "The Fall of Man" and Hamlet are compared. The two are very similar. With the similarities between the older â€Å"Fall of Man† and Hamlet, it becomes inevitable that for Shakespeare's plays to have been so famous and popular, his audience must have had the same understanding of medieval writings, such as â€Å"The Fall of Man†, as Shakespeare himself did.

Archetypes in John Keats La Belle Dame Sans Merci: A Ballad Essay

Archetypes in John Keats' "La Belle Dame Sans Merci: A Ballad" During the Romantic Movement in literature, numerous writers fed off one another’s ideas; thus, creating various patterns which reoccur throughout literary works. According to â€Å"The Literature Network,† John Keats is â€Å"usually regarded as the archetype of the Romantic writer.† Therefore, Keats himself is thought to be the original model for the writer during the Romantic Era. In his poem, â€Å"La Belle Dame sans Merci: A Ballad,† Keats uses various archetypes which provide added meaning and depth to this work of literature. The archetype may be defined as â€Å"the original model from which something is developed or made; in literary criticism, those images, figures, character types, settings, and story patterns that†¦are universally shared by people across cultures† (Murfin and Ray 29). Analytical psychologist Carl Jung believes that archetypes are â€Å"embedded deep in humanity’s collective unconscious and involve ‘racial memories’ of situations, events, and relations that have been part of human experience from the beginning† (Murfin and Ray 29). Therefore, the archetype reoccurs over and over again in literary works from all time periods, such as seasonal connotations. For example, the season of spring is commonly associated with comedy, while summer is affiliated with romance. Archetypal, or Jungian, criticism focuses on the various archetypes which occur in literature. It emerged in the 1930s and primarily â€Å"focuses on those patterns in a particular literary work that commonly recur in other literary works† (Murfin and Ray 28). Northrop Frye, author of The Anatomy of Criticism, â€Å"viewed the vast corpus of literary works as a ‘self-contained literar... ...ot present within the poem, readers would not automatically associate the characters and images with a prior memory; thus, readers would not be able to become aware of the circumstances and nature of the characters quite as easily. Therefore, the archetypal characters and images in Keats’ â€Å"La Belle Dame sans Merci: A Ballad† provide important insights into the depth and meaning of the characters and occurrences within the poem itself. Works Cited â€Å"John Keats.† The Literature Network. 21 Feb. 2006 . Keats, John. â€Å"La Belle Dame sans Merci: A Ballad.† The Norton Anthology of English Literature Seventh Edition, Volume 2. Ed. M.H. Abrams and Stephen Greenblatt. New York: W.W. Norton & Company, Inc., 2000. 845-846. Murfin, Ross & Ray, Supryia M. The Bedford Glossary of Critical and Literary Terms: Second Edition. Boston: Bedford/St. Martin’s, 2003.

Adult Education as a Profession

Adult education is a vital profession that needs full attention and thorough analysis to arrive at the best organization of lesson plans. By working towards a goal of transferring the knowledge from one individual to another, it is important to have a prior understanding on the perceived information by both parties..." data-wp-more="more" data-mce-placeholder="1">Talking about diversity, working towards attaining different knowledge of different field is important in gathering information and sharing knowledge to one another. Diversity gives an opportunity to explore areas unexplored by many.By sharing information and specializing on something unexplored by the current tradition, the curiosity of opening the chance of studying a new part of the knowledge will yield to a better understanding of the things they should know.Focusing on a specific subject would make someone an expert for that field and specialized on that branch of knowledge. Since adult education focus on the ways on tr ansferring knowledge on adults, it is important to integrate the core concept of learning to other field of education for them to have a bigger perspective on their opportunities in the world. Understanding the key elements of adult education will yield to a better perspective on the things explored by this system.Incorporating adult education with other field of education is vital for them to be able to materialize the concepts they learned while pursuing the search for higher level of education.If granted by the fact that existing knowledge had been explored through the integration of different key materials, and then the method used by other branches of education can be applied to the methods used in adult education and in result, they could get the implication of using such method in a field unfamiliar to that. By simply understanding the concept given in the search for better learning could be the best way in dealing with the methods used in adult education.While integrating ad ult education with other field of education, it is important to have a higher perspective and see the implication if focusing of adult education whether to individual or the society. Believing in the capability of adult educators and the adults, they somehow have an advantage talking about their experience.So, it is expected to them to view their daily experiences with a higher level of sociological imagination. Therefore, the primary focus of adult education should be in the society for them to further assess their environment as the battlefield of their daily experiences and interactions.They will somehow learn to manage their experiences and translate it in a universal language understood by the society itself. By opening the opportunity for the society to have an upward view of the situation, it will yield to better information gathered by them.Adult Development and LearningIt is very different to teach adult than teaching elementary. Relatively, it is easier to teach children b ecause they don’t have prior learning and the teacher could input all his or her desired knowledge that he or she wants the children should possess. By simply telling stories and ways in which the children could learn, the teacher can actually control the learning stage of the children.It is far from teaching adult people. Not only because there will be times that an adult educator could be younger than his or her students but also, talking about experiences, some of them perceived the knowledge and information they receive based on their prior perception and encoding of the information. This will give them other interpretation, far from the expected interpretation of the teacher.Experience wise, as human beings, we had already encountered many experiences in our life through our lifespan. Therefore, most of the adults being taught by the educator had prior experiences and learning that might contradict the current teachings of knowledge they received from educators. It is a great conflict between clashing of information and different knowledge because the perception of adults may be different from the actual definition of the situation.Since they have the prior opportunity of learning things, the things they may discover could alter their prior belief and may result to unbalanced definition of the scenario. That is why it is important to take into consideration the knowledge of the adult as they are being taught with new things because they may associate it with their previous information and use it as their basis.Learning is a lifetime process. It involves a lifelong situation which one is expected to pick new things as days passed for him or her to be able to use I on the next days to come. By learning new things ad information, the development of knowledge will push through as one gets older.This vital process of learning is important in processing the information with the adult because of their primary reason of associating themselves with such adu lt education. By maintaining a certain level of relationship, the primary goal of the situation, which is to teach them new information, will be beneficial to them and they can use in their everyday actions and lives.Learning process is extremely necessary for every human to attain the level of development required for one’s stage. The implication of this will make a huge impact in the sense that it will make a control over one’s personal attachment to the things he or she see as a part of his or her daily life with the people. By experiencing the level of cohesiveness despite the fact that they have different personalities, the adjustment of learning will become sufficiently enough to bind such ideas.In prioritizing the academic level of learning that should be taught to and should be learned by adult, therefore, it is vital for them to have a subjective analysis of their previous situation before starting to make any action that could affect their personal integratio n of the scenario.Technology ManagementSince the world today is trying to cope up with the fast changing modern technological advancement, different steps had been taken in order to follow these changes. Many systems had been implemented such that, they can easily cope up with the things that are too advanced for the modern world.The use of technology in education is important not only because it is a knowledge being taught but also, it is a way of an easier communication and transferring of information. By maximizing the use of technology, they could easily say and understand the things they should understand in order to attain a level of education which is for them is sufficiently enough.By using group processes that will lead to the use of technology, it is beneficial for them because they will have the opportunity to see the result and at the same time plan for the process they should make. In order for them to have a full understanding, they should be taught first of how to use and implement such technology for them to be able to use and apply it easily.After using the processes involved, the in depth analysis or evaluation should take place for them to be able to assess the things that they did and some recommendations for the process to be more effective and efficient. By doing the analysis, they could give suggestions and then further evaluate the use of technology needed in a situation. They can now apply the concepts they learn in managing and maximizing the potential of their resources such as technology.While the development of technology is now a world’s natural processes, it should be incorporated in the development of curriculum for them to be able to integrate the lessons being taught and the technology of the world. By simply giving way to the use of technology in different class situation, they can introduce the use and importance of such in the lives of the people by making an impact on how it is really important to them.Therefore, by making the things possible and approachable to many people, they had open the gateway for better understanding of the real use and importance of technology in the lives of the people and its application.Lastly, as the incorporation of technology in the processes and curriculum that will introduce its use and importance, the development of different strategies that would answer the call of modern technological advancement is needed. By having a concrete way of developing and introducing materials to the people, they could have a better understanding for them to be able to use it on their applications of the things they learn inside the technological curriculum.Analyzing and looking closely to the real needs of the students by simply looking at their capabilities and their potential, they could have a better hold on the situation and therefore would result to their learning based on the teaching goals, with the incorporation of high technology.Part IIResearch and Evaluation in Educat ionFollowing some ethical consideration, it is of utmost important to protect the welfare of the subject. Whatever the research or the study is, it is always the priority to ensure that you do not violate any human rights or even invade their privacy without their consent. To be able to do this, it is necessary to ask for informed consent to each subject and to tell them the nature of the study. They should know what it is all about, the risk that that they would encounter.By taking the consent of the human subject, they should know all the necessary things, the purpose to be able to avoid deception. There are many groups that claim it is unethical to hide the purpose of the study to the subject.Although some believe that it could alter the result, therefore, it is the responsibility of the researcher to minimize the errors and the biases. Next thing is, they should have the right to ask question or to stop anywhere in the study. They may encounter situation that they think they can ’t handle or bring a lot of stress to them.Also, it is important for them to assure the confidentiality of their identity as the human subject for them to able to say freely and to go with the research without thinking any biases or judgment from external forces.In getting consent, they should sign a paper indicating his or her approval without forcing him or her. It is important to keep that document for the researcher to be able to prove the validity of the subject and also for the protection of the research. That consent should tell the purpose, the study, the institution and also, should indicate the name of the subject and the researcher. With that, both parties should affix their signature for it a valid evidence of the study.The result of the research should be available to the subjects for them to know what they did and their actual performance. It is their primary right to know the result for them to know if there is a deception that happened. Also, debriefing is the last stage of the research.They should debrief the subjects and explain to them what happened and the tell them again the nature of the study, the purpose of gathering data for them to have an understanding and necessary information for that research.Organization and Administration of Adult Education ClassesObjectives:1.  Ã‚  Ã‚  Ã‚  Ã‚   To learn the function of parts of the brain- *select level*2.  Ã‚  Ã‚  Ã‚  Ã‚   To be able to analyze different level of thinking *select level*3.  Ã‚  Ã‚  Ã‚  Ã‚   To be able to learn different hormones responsible for cognitive processes *select level*The first objective can be taught through visual demonstration and the use of familiar words for them to be able to easily understand the facts and the concepts they learn.By providing instructional materials that will make them appreciate the learning and the system that were being introduced, they will have an easier understanding of the subject itself. Also, another technique in demonstrat ing the information is to use familiar pictures or associating it with familiar scenarios that demonstrate the use of every part.The second objective can be taught by simply letting them experience the concepts that lie behind different levels of thinking. By exposing them to the theories and to the concepts that is associated with it, they can devise their own way of understanding the subject and at the same time, learn the lesson.Since different levels of thinking involve an actual process, students can easily absorb the lesson if they will have the proper hands on experience for them to be able to relate the lesson in their everyday experiences.The third objective of learning can be achieved through the use of different processes that the hormone is involved and relating it to almost same process existing I the environment that is familiar to the student for them to incorporate the idea with that process. In doing that they can easily understand not only the concept but also the process itself and its importance in the cognitive thinking.Program Development Process in Adult EducationSince adult education involves the interaction between several minds with prior experiences and information, it is important to devise different strategies and activities that will culminate their knowledge and at the same time, open a possibility of discovering new branch of information that would be beneficial to every one concerned.Before the teaching process, since the transfer of information requires not only the information to be transferred but the medium in which the information will be processed, it is important to centralize the idea to fit the prior information known by the adult to be taught. This is a vital process because it will involve not only the parties concerned but also the environment in which the transfer of learning will take place.Before the desired process, proper orientation and preparation is needed to prepare the possible scenario for each parties in volved. By incorporating the core knowledge in which the processes involved are integrated, it will result to an environment suited to the exchange of knowledge.After they had been introduced to the topics presented, they should be debriefed and tell them the general perspective of the process for them to able to use the implication and the possible outcome of the process. By involving their critical analysis to the subject, it would result to an understanding of the matter.To be able to execute the desired objective of the learning process, it is important to assess at the end if there are certain information that seem to be difficult for them to comprehend or seen irrelevant to their experiences. By letting them view the difference between the prior knowledge they have and the introduced topic, it would result to a better perception and transferring of the knowledge needed.