Average SAT ACT Scores by State (Participation Adjusted)

Average SAT ACT Scores by State (Participation Adjusted) SAT / ACT Prep Online Guides and Tips Participation rate has a huge impact on state average SAT / ACT scores. In any state, the top students on the SAT/ACT are those most eager to take it, so states with low participation rates have artificiallyhigher SAT / ACT scores. Here, we use advanced statistical methods to adjustfor participation rate to get at the real ranking of states by their real SAT and ACT scores. Both the SAT and the ACT test makers have released data on raw average SAT and ACT scores by state. However, you cannot rely on raw average scores because these averages are biased by participation rates. The lowest participating states tend to send primarily their best students and have the highest scores. This results in bias. We have used advanced, robust statistical methods to adjustfor participation rate to get at the real, underlying, normed average SAT and ACT scores by state. This adjustment in the technical literature is also known as "controlling" or "norming". Hereare the adjusted scores: States Ranked by AverageSAT Scores,Adjusted Rank State Average SAT Score,Adjusted Average New SAT Score,Adjusted Raw Average SAT Score Participation Rate 1 Massachusetts 1694 30 1556 84% 2 Connecticut 1690 26 1525 88% 3 Minnesota 1660 07 1786 6% 4 New Jersey 1655 04 1526 79% 5 Illinois 1652 01 1802 5% 6 New Hampshire 1651 01 1566 70% 7 North Dakota 1649 1099 1816 2% 8 Virginia 1648 1099 1530 73% 9 South Dakota 1648 1099 1792 3% 10 Iowa 1648 1098 1794 3% Wisconsin 1644 1096 1782 4% 12 Vermont 1640 1093 1554 63% 13 Colorado 1635 1090 1735 14% 14 Missouri 1633 1089 1771 4% 15 Michigan 1628 1086 1784 4% 16 Kansas 1621 1081 1753 5% 17 Georgia 1620 1080 1445 77% 18 Indiana 1612 1075 1474 71% 19 Florida 1609 1073 1448 72% 20 Nebraska 1604 1070 1745 4% 21 Wyoming 1600 1067 1762 3% 22 Kentucky 1596 1064 1746 5% 23 New York 1593 1062 1468 76% 24 North Carolina 1592 1062 1483 64% 25 Oregon 1587 1058 1544 48% 26 Maryland 1586 1057 1468 78% 27 Washington 1585 1057 1519 63% 28 Idaho 1585 1056 1364 100% 29 South Carolina 1584 1056 1443 65% 30 Hawaii 1584 1056 1460 63% 31 Tennessee 1581 1054 1714 8% 32 California 1579 1053 1504 60% 33 Ohio 1577 1051 1652 15% 34 Arizona 1568 1045 1547 36% 35 Pennsylvania 1567 1044 1481 71% 36 Oklahoma 1565 1043 1697 5% 37 Rhode Island 1563 1042 1480 73% 38 Montana 1558 1039 1637 18% 39 Alaska 1555 1037 1485 54% 40 Mississippi 1552 1035 1714 3% 41 Arkansas 1551 1034 1698 4% 42 Utah 1540 1027 1690 5% 43 Texas 1539 1026 1432 62% 44 Nevada 1526 1017 1458 54% 45 New Mexico 1524 1016 1617 12% 46 Delaware 1522 1015 1359 100% 47 District of Columbia 1518 1012 1309 100% 48 Louisiana 1517 10 1667 5% 49 Maine 15 1008 1387 96% 50 Alabama 1496 998 1617 7% 51 West Virginia 1444 963 1522 15% Each state is listed with its SAT score adjusted for(controlled for) participation rate. Other columns include the rank of the normed SAT score, the new SAT conversion, the raw SAT score, and the participation rate. The top two states for normed SAT scores are Massachusetts and Connecticut. This isn't a surprise. Both states have relatively large education budgets. Massachusetts (home state of PrepScholar) and Connecticut have some of the best colleges in the USA, and both have a strong emphasis on high school education and test prep. The bottom two states are Alabama and West Virginia. The spread between the top and bottom is more than a whopping 250 points around the same improvement our PrepScholar Online Prep program guarantees. States Ranked by Average ACT Scores,Adjusted Rank State Average ACT Score,Adjusted Raw Average ACT Score Participation Rate 1 Minnesota 23.04 22.9 76% 2 Connecticut 22.93 24.2 29% 3 Massachusetts 22.72 24.3 23% 4 New Hampshire 22.63 24.2 20% 5 Ohio 22.47 22 72% 6 Montana 22.42 20.5 100% 7 Vermont 22.32 23.2 29% 8 Colorado 22.31 20.6 100% 9 New York 22.27 23.4 27% 10 Nebraska 22.20 21.7 86% Wisconsin 22.04 22.2 73% 12 Kansas 22.02 22 75% 13 Utah 21.97 20.8 100% 14 South Dakota 21.93 21.9 78% 15 Illinois 21.87 20.7 100% 16 Missouri 21.80 21.8 76% 17 North Carolina 21.79 18.9 100% 18 Virginia 21.79 22.8 28% 19 New Jersey 21.78 23.1 25% 20 Indiana 21.73 21.9 40% 21 Idaho 21.71 22.4 45% 22 Florida 21.66 19.6 81% 23 Washington 21.60 23 22% 24 North Dakota 21.57 20.6 100% 25 Iowa 21.49 22 68% 26 California 21.41 22.3 29% 27 South Carolina 21.37 20.4 58% 28 Georgia 21.34 20.8 53% 29 Arkansas 21.21 20.4 93% 30 Michigan 21.21 20.1 100% 31 Tennessee 21.16 19.8 100% 32 Wyoming 21.14 20.1 100% 33 Maryland 21.07 22.6 22% 34 Kentucky 21.07 19.9 100% 35 Pennsylvania 21.04 22.7 19% 36 Alabama 21.01 20.6 80% 37 Rhode Island 20.99 22.9 16% 38 Oregon 20.88 21.4 36% 39 Texas 20.78 20.9 40% 40 Nevada 20.76 21.2 36% 41 Hawaii 20.73 18.2 90% 42 Oklahoma 20.72 20.7 75% 43 Delaware 20.69 23.2 18% 44 West Virginia 20.69 20.6 65% 45 Alaska 20.63 21 37% 46 Maine 20.56 23.6 9% 47 District of Columbia 20.41 21.6 37% 48 Louisiana 20.37 19.2 100% 49 Arizona 20.12 19.7 55% 50 Mississippi 20.04 19 100% 51 New Mexico 20.04 19.9 69% Each state is listed with its ACT score adjusted for(controlled for) participation rate. Other columns include the rank of the normedACT score, the raw average ACT score, and the participation rate. The top states are Minnesota, another stated renowned for its education, and Connecticut (also on the top SAT scores list). The bottom states on this normed ACT list are Mississippi and New Mexico. We’ve presented our results first because we know that’s what most people are looking for. However, it's important to understand why average SAT / ACT scores are important, why adjustingis critical, and how we did the norming. Below, we get into those details. Why Are Average SAT / ACT Scores by State Important? For some, knowing state average test scores is fun trivia: my state is the best and smartest. But for many students and parents, knowing state average SAT / ACT scores can be critical. For students applying for scholarships, many scholarships are more competitive in "smarter" states. For students who want to compare themselves totheir in-state peers, the scores above are also very useful. For families thinking of moving states, they may want to make sure their target state has a good education system. For researchers and education designers, this data helps them see which state systems are working and which ones may be failing. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Why Is Adjusting (aka Controlling, or Norming)Needed? You absolutely cannot rely on raw average SAT / ACT scores to gauge state performance!This is because raw SAT / ACT scores are terribly confounded with participation rates. The reason is simple. Let's look atthe SAT. The best SAT students in any state tend to be the most aggressive about wanting to take the test (after all, it shows them in a good light). Therefore, if a state’s SAT participation is low, the state will only have the best students taking it, making the score artificially high. Likewise, if a state requires the SAT, it will have 100% participation but also include the worst SAT takers, making the score artificially low. In fact, the highest raw SAT state is North Dakota, which also has the flimsiest participation at 2%. Because the participation rate is so low, that means few, if any, schools in North Dakota require the SAT, so the only people who take it are those who really want to and went out of their way to take the test. These people likely studied for the SAT, are naturally good at the SAT, and can expect to do better than average. The lowest raw SAT state is Washington DC, which also has the highest participation at 100%. Likewise, this indicates that the district required everyone to take the SAT, so even students who didn't want to take it at all had to take it and this last group probably didn't study much and aren't naturally good at the SAT. We can see this negative relationship between participation rates and SAT / ACT scores in the two graphs below. On each X-axis, you see the participation rate expressed as a decimal (for example, .50 means half the people participated.) On the Y-axis, you see average SAT or ACT score. The pattern is stunningly clear: States with higher participation rates in either test almost always have much lower scores. Raw SAT Average Score per State vs. Participation Rate Raw ACT Average Score per State vs. Participation Rate This pattern would cause terrible bias if you were to judge a state by its raw SAT or ACT averages. You would be giving a highly unfair advantage to states with low participation rates which can showcase their best students. In fact, participation rates explain the vast majority (more than 80%) of natural variation in SAT scores and ACT scores. This means that correcting for participation rates is absolutely necessary. How Is the AdjustingDone? Basically, the adjusting is done when we take one state’s raw test scores and compare them toother states with similar participation rates. For example, take Massachusetts, with itsraw SAT average score of 1556. If you look at this score by itself, it’s not impressive pretty middle of the pack. But Massachusetts has an SAT participation rate of 84% one of the highest in the nation. Therefore, during adjustment, we compare this against a state with a similar participation rate: for example Maryland, with a rate of 78%. We see Maryland has an SAT score of 1468 and thus Massachusetts is actually very impressive when compared to peer states with similar participation rates. As a researcher with both a Master’s in statistics and a Doctorate in economics, including economic statistical methods, I ensured that the method used above is robust. That is, I made sure I used as much information as possible during norming to infer the SAT / ACT scores that each state would have gotten if they had the same participation rates. The methods I used should be rather immune to slight errors in the assumptions, and few assumptions were made to begin with. I also documented all my methods here so any other statistician can replicate my results to verify they are true [1]. How Are State Averages Useful for Students? One of the ways state average scores are most useful for students is as a peer group to compare to. If you want to know what a good, bad, or excellent SAT is or ACT score is, then these state averages provide a reference. However, you should understand that you can be more than average. You can improve your score and beat your state average, sometimes by a substantial amount, if you prep for the SAT and ACT. In fact, some of the top states in the list above, Massachusetts and Connecticut, are well-known for some of their top prep shops. Get started today! What's Next? Want to know how well you did on the SAT / ACT or what score you should be aiming for? Learn what's a good SAT score and what's a good ACT score! Interested in more information to help you understand this data? Check out average SAT scores by state and average ACT scores by state.These articles can help you understand how well your state is doing and how your test scores compare to other students within your state. Want to improve your test scores?Check out ourguides to learn 15 tips forraising your SAT score and your ACT score. [1] The full method I used was linear regression on states as observations (N=51). The regression was of both SAT scores onto participation rates on both the SAT and ACT, their interactions, and their second powers, as well as a constant. An analogous regression was made for SAT scores. The SAT score residual from this regression was added to the statewide average SAT score to get predicted SAT scores of all states if they had the same participation rate namely that of the average state. It turns out that simple one element regression of SAT scores on SAT participation rates captures the vast majority of variation of the full regression, so similar results should hold in this more robust base case. Participation rates explained up to about 80% of the variation in both SAT and ACT scores, and, therefore, this correction is substantial. Have friends who also need help with test prep? Share this article! Tweet Dr. Fred Zhang About the Author Fred is co-founder of PrepScholar. He scored a perfect score on the SAT and is passionate about sharing information with aspiring students. Fred graduated from Harvard University with a Bachelor's in Mathematics and a PhD in Economics. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Interrupting Conversations in English

Interrupting Conversations in English Interrupting a discussion can seem impolite, but is often necessary for a number of reasons. For example, you might interrupt a conversation to: Give a message to someoneAsk a quick question that has nothing to do with the conversationGive your opinion about something that has been saidInterrupt to join the conversation Here are forms and phrases used to interrupt conversations and meetings arranged by purpose. Interrupting to Give Someone Information Use these short forms to quickly and efficiently interrupt a conversation to deliver a message. Im sorry to interrupt but youre needed (on the phone / in the office / in the classroom / etc.)Sorry for the interruption. Its Jim / Peter / Mary on the phone.Pardon me, but I have John on the phone.Excuse me, could I get a signature / an answer / a cup of coffee quickly? Interrupting to Ask a Quick Unrelated Question At times we need to interrupt to ask an unrelated question. These short phrases quickly interrupt to ask for something else. Im sorry to interrupt, but this will only take a minute.Sorry for the interruption, but could you (answer a quick question / help me for a moment / give me an opinion on ...)?Im so sorry. This will just take a minute.I apologize for the interruption, but I have an important question. Interrupting to Join the Conversation With a Question Using questions are a polite way of interrupting. Here are some of the most common questions we ask in order to be allowed to join the conversation. Could I jump in?Could I add something?Can I say something?May I interject? Interrupting to Join the Conversation During a conversation we might need to interrupt the conversation if we are not asked for our opinion. In this case, these phrases will help. Would you mind if I joined the conversation?I couldnt help overhearing. (Use when listening to a conversation that you are not a part of)Sorry to butt in, but I think / feel ...If I may, I think / feel ... Interrupting Someone Who Has Interrupted You Sometimes we dont want to allow an interruption. In this case, use the following phrases to bring the conversation back to your point of view. Please let me finish.Let me complete my thought.Would you please let me finish?Can I continue, please? Allowing an Interruption If you want to allow an interruption, use one of these short phrases to allow the person to ask a question, express an opinion, etc.   No problem. Go ahead.Sure, what do you think?Thats OK. What do you need / want? Continuing After an Interruption Once youve been interrupted you can continue your point after the interruption by using one of these phrases. As I was saying, I think / feel ...To get back to what I was saying, I think / feel ...Id like to return to my argument.Continuing where I left off... Example Dialogue Example 1: Interrupting for Something Else Helen: ... its really amazing how beautiful Hawaii is. I mean, you couldnt think of anywhere more beautiful. Anna: Excuse me, but Tom is on the phone. Helen: Thanks Anna. This will only take a moment. Anna: Can I bring you some coffee while she takes the call? George: No thanks. Im fine. Anna: Shell be just a moment.    Example 2: Interrupting to Join the Conversation Marko: If we continue to improve our sales in Europe we should be able to open new branches. Stan: Could I add something? Marko: Of course, go ahead. Stan: Thanks Marko. I think we should open new branches in any case. If we improve sales great, but if we dont we still need to open stores. Marko: Thank you Stan. As I was saying, if we improve sales we can afford to open new branches.

Queer Theory Questions Assignment Example | Topics and Well Written Essays - 1500 words

Queer Theory Questions - Assignment Example According to Cathy J. Cohen (438), the advent of queer theory in the early 1990s found its most direct confrontation with the real-life politics of gay, bisexual, lesbian, and transgendered activists. Queer activism became perceived as a more confrontational political formation aimed at addressing the invisibility of gay and lesbian members in civil rights political organizations. Queer activism aimed at first recognizing and encouraging the movement and fluidity of people’s sexual lives. Queer activism also aimed at challenging the various practices and power circles that rendered the gay and lesbian community members invisible. What queer activism achieved further in correcting earlier conceptions about the gay and lesbian communities was their readiness to emphasize and exaggerate their own anti-normative characteristics and non-stable behavior (Cohen 438). Queer activism got perceived as a multisite and sustained resistance against the dominant constructions of gender and race. Cohen also admits that queer activism, however, failed in its present form to challenge the systems of oppression and domination. Particularly, queer activism failed to address the normalizing processes that were engrossed in heteronormativity. Heteronormativity had been the main focus of the advent of queer activism. She suggests that queer activism has failed to analyze heterosexuality as it got founded on a simple dichotomy that existed between those who got deemed queer and those deemed as heterosexual (Cohen 440). She suggests that some queer activists have begun to prioritize sexuality as the principal avenue through which they follow their politics. Her disappointment is further engraved in these individuals who continue to pursue their politics by emphasizing on a single characteristic of their identity rather than focus on the multiple diversities that determine our life chances (Cohen 440).  Ã‚  

Comment (critique) on the essay of contemporary utopia titled pico

Comment (critique) on the of contemporary utopia titled pico union - Essay Example Grube and Reeve (328b-331b), in their analysis of Plato’s Republic exert further emphasis on egalitarianism, as a crucial aspect of an ideal community. Based on both authors’ perspectives, it is rather apparent that the principal features of an ideal human community include: prevalence of peace, social equality and diligent service to the community, among other positive attributes. The Magnolia Place, located in LA’s Pico Union is indubitably one of the modern models of utopia. The establishment brings together volunteers from the community including regional and administrative organizations, who aim at increasing access, utilization as well as the quality of local resources, utility services, and support for the underprivileged in the area. The Magnolia Place, therefore, strengthens social relations among community members and improves economic development and opportunities. Even though, the neighborhood within which the organization is located was in the past r egarded as the most insecure in Los Angeles, it has developed into a refuge for the people in the region (N.A 1-2). The transformation is a confirmation of More’s ideology that a Utopian society consists of flawed individuals, who choose to make a positive change in their environs. The establishment depicts volunteers’ effort to foster equality, security and peace, through enabling the disadvantaged to get work, healthcare and reasonably priced housing, in addition to other fundamental

how to sell in a competivite market :: essays research papers

1. Advertise! Whether you buy classified ads in e-zines, (magazines on the net,) have kids distribute fliers around your neighborhood, or call 10 people each day, your business won't go without a little publicity. Make sure your ads talk directly to your prospects' most pressing problems. That's a surefire way to get their attention and interest. You have to have pictures and you truly have to tell the customer about the product. First off, you have to ask the prospected customer what he or she is looking for. Ask if they want to be going off road, or on the other hand, are they going to use the truck as a commuter vehicle? If the latter is true, you have to refer the prospected customer to another line of truck or car. remember, a person is not a customer until they actually buy something, so be careful not to jump to conclusions. And most of all, do not be pushy. 2. Include your price in the ad. Ever see an ad with no price and figure, "I can't afford that. I'm not even going to ask?" You'd be surprised how many people feel just like that. Include your price and you'll see an immediate increase in the number of people who show interest. If the prospected customer asks the price, tell him. Don ¡Ã‚ ¦t avoid the question, this turns prospected customers away. Even better, tell them right off that the price is $19,945.00, and be to tell them of any dealer incentives that are going on. Dont throw in too many freebees, but in order to make the sale, or make the sale sweeter, you have to give them something. Make them feel that they are getting something for nothing, this makes them feel really good about purchasing this item. A good thing to throw in is an alarm system. This gives the feeling that you want to protect your customers investment. 3. Make yourself available to interested prospects. I know you can't be in all places at all time, but let prospects know how you can be reached, then answer their questions as fast as you can. Some people like to buy on Sunday. So if you are not available, you wont get the sale. Remember, he or she who hustles gets the sale. Carry a cell-phone, give the prospect your card, tell them to call you every day and night until all of their questions are answered.

Reference Models Based on Kimono de Ginza

Kimono de Ginza, or â€Å"wearing kimono in Ginza†, is a monthly event held on the second Saturday of every month. These enthusiasts will meet once a month on the Ginza, an exclusive shopping district in Tokyo, to go for a walk in the vicinity in their kimonos. The meeting is then concluded by a joint evening meal in a Japanese pub. The main aim of this activity is to allow young Japanese to tap on this opportunity to seek advice from their elders on how to wear a kimono and the appropriate kimonos for different occasions. Parallels The kimono is said to be dying, to be utterly too cumbersome for modern life, to be as elegantly anachronistic as the conservative old ladies or geisha who wear it,† (American anthropologist Liza Dalbyin in Kimono: fashioning culture). Similarly, the interest for traditional goods and services in Singapore, such as woven rattan furniture, has died down in recent years. A sharp decline in demand for both cases has serious implications for related businesses. Quoted from Mr Shigenobu Ono, owner of Nagoya black dyeing shop for formal kimonos, â€Å"the question is how to get the younger apprentices in our guild up to scratch†. He notes that even his own son decided to forsake the trade for a career in Western fashion. However, the success of Japanese culture can be seen through the comeback of kimono through its reinvention by the indigenous people. Contrary to the strict dress codes imposed at formal gatherings and on festive occasions, many relish the non-ceremonial style of kimono or the idea of being able to wear kimono more casually. Young Japanese also look to kimono as an expression of fashion statement with the emergence of colourful socks and decorative collars. Explaining its successes using learning models The tipping point by Malcolm Gladwell The influence of Kimono de Ginza can be explained by Gladwell. Gladwell identifies three key factors that determine whether a particular trend will â€Å"tip† into wide-scale popularity. These are namely the Law of the Few, the Stickiness Factor and the Power of Context. I. Law of the Few Connectors MavensSalesmenWider community Connectors are individuals with extensive social networks. Acting as social glue, they help to spread message, engender connections and bring the world together. Kimono de Ginza relies on these people to attract interested public and expand its influence. For example, a similar gathering known as â€Å"Kimono de Vancouver† has been started for those who live in the West and who maintain interest in kimonos. Mavens act as data banks as they love to share information with other consumers by helping them make informed decisions. They are represented by the older participants of Kimono de Ginza who are eager to share their knowledge on kimonos. Salesmen refer to charismatic people who can effectively persuade others to make certain buying decisions. The Japanese kimono group has no lack of such aficionados who fervently profess their love for kimonos through various means. II. The Stickiness Factor This is defined as a special feature that makes the phenomenon memorable by creating an impact and compelling people to act. The unconventional appeal of Kimono de Ginza relies on its flexibility to allow for individualism to shine through. It revives and reinvents a tradition while rejecting the undesirable restrictions. Furthermore, doing away with memberships allow for creative experimentation of identities beyond daily responsibilities. III. The Power of Context The growing global movement to retain local traditions amidst the perceived threat of modernisation provides an ideal backdrop for Kimono de Ginza to prosper. It works by leveraging on the balance between a nostalgic yearn for traditional experiences and a desire to shake off stifling restrictions. The nostalgic psychology will be explained in the later parts of the case study analysis. IN WHERE) Moreover, Kimono de Ginza was established in accordance with â€Å"the Magic Power of One Hundred and Fifty†, in which â€Å"groups of less than 150 members usually display a level of intimacy, interdependency, and efficiency that begins to dissipate markedly as soon as the group’s size increases over 150. † The activity of wearing kimonos takes place within a well-defined group setting that promises a certain sense of protect ion and stability. The gatherings represent a specific form of community that is characterized by being bound to a defined place and an interest in a particular activity and, moreover, involve face-to-face interaction. Ideas for proposal: * Encourage business owners to form a small group within themselves to launch a â€Å"retro campaign† Nostalgia Marketing (Martin Lindstrom) Studies have identified some nostalgic cues that can be exploited and how images and sounds from the past can create favourable attitudes about products. (LIKE WHAT) As we age, our nostalgic yearnings grow, making us more receptive to advertisers and marketers use of what researchers call â€Å"a longing for positive memories from the past. † This desire for nostalgia is further intensified by society's present circumstance of receding predictability and opportunity. As Martin Lindstrom mentioned, â€Å"In the face of insecurity or uncertainty about the future, we want nothing more than to revert to a more stable time† It is much more comforting to think of times when we had simpler lives rather than pondering the issues we are facing today. That is why in times of recession we notice older retro products being brought back. The primary force driving Kimono De Ginza is the desires of the population to connect with its traditions and relive their childhood past when they were first introduced to kimonos. Emotionally, we associate these products of the past with authenticity, history, and a better, simpler time. This explains why Kimono de Ginza was able to attract a significant following and remain sustained for thirteen years. Our nostalgia transcends time as long as each new generation continues to be exposed to Japanese culture in their childhood and develop emotional connections that will last them through adulthood. However, Kimono de Ginza is careful not to â€Å"play up the past too much† for Kimono to be seen as â€Å"dusty, outdated or out of style†. Like a lot of brands and companies, it has â€Å"developed inventive strategies for toeing this delicate line†, through its infusion of modern elements and eradication of stringent rules and restrictions. Ideas for proposal: * (Nostalgic marketing) Broadcast advertisements from the olden days, oldies and catch slogans of that time * Introduce traditional goods to children from a young age so that they will grow up to associate these goods with â€Å"a simpler and more authentic times† Such would be the case of our association with monopoly games and beyblades Kolb’s Experimental Learning Cycle Kolb proposes a four stage learning cycle. I. Concrete Experience A new experience of situation or a reinterpretation of existing experience is encountered when participants is first exposed to Kimono de Ginza. II. Reflective Observation Participants new to the innovative and unconventional concepts of Kimono de Ginza discover inconsistencies between past experience and understanding. This engages them in meaningful reflections. III. Abstract Conceptualization Reflection gives rise to a new idea, or a modification of an existing abstract concept. Participants deliberate over their identity and what they want their kimonos to look like prior the monthly event. There is a great deal of internal tussle within the individual before they figure out their own interpretations of kimonos. IV. Active Experimentation The learner applies them to the world around them to see what results. Creativity represents a key feature of Kimono de Ginza as participants dress up in unique costumes infused with modern features or personal idiosyncrasies and display to the public. They receive feedbacks from interactions within the club, as well as through the public’s reactions as they walk down the streets. Spiral Learning Model Though unintentional, Kimono de Ginza has unconsciously tapped on the spiral learning model to promote Kimono culture. From a young age, almost all Japanese children would have been introduced to Kimonos as part of the Japanese culture. The child may also begin his first conscious exposure of kimono through Shichi-Go-San (â€Å"seven-five-three†) Festival. At the age of 20, young people wear furisode or haori and hakama to celebrate their passage into adulthood. As such, an average Japanese gains multiple exposures to Kimonos throughout his growing years. Kimono de Ginza serves as a culmination point in which an individual identifies himself with a community and expresses his own interpretations of kimono in a creative manner. Ideas for proposal: * Spiral learning model for Singapore’s traditions in formal education, which culminates into business management at polytechnic level. * Encourages autonomy and self expression to add value to traditional products

The Legal, Ethical, And Social Responsibility...

Abstract This is a research and analytical paper on the legal, ethical, and social responsibility ramifications of Anheuser-Busch InBev’s deceptive advertising scheme for its Beck’s beer products. Beck’s beer was marketed using the labels such as â€Å"German Quality† and â€Å"Originated in Germany.† It was found out that the beer is no longer produced in Germany because the brewery has been transferred to St. Louis, Missouri. A class action lawsuit was filed against Anheuser-Busch and a preliminary court approval of the agreement with the plaintiffs granted consumers a refund of up to $50 on products purchased from May 2011. Anheuser-Busch has also agreed to adjust the labels in its packaging to clarify that the beer is US-made. The deceptive advertising of Anheuser-Busch violated state laws governing unfair and deceptive trade and is unethical based on utilitarian ethical theory, Kantian theory, and social contract theory. It was also against the social responsibility principles. Table of Contents Introduction 4 Legal Analysis 5 Ethical Analysis 7 Utilitarian Ethical Analysis 7 Kantian Ethical Analysis 10 Social Contract Ethical Analysis 12 Social Responsibility Analysis 13 Conclusion 17 References 19 Introduction When an advertisement or promotion has any representation, omission, or practice that misleads consumers, there is a deception (Richards, 2013). This paper analyzes the legal, ethical, and social responsibility ramifications of the falseShow MoreRelatedHbr When Your Core Business Is Dying74686 Words   |  299 PagesConï ¬â€šicting Agendas? Stephen A. Miles and Michael D. Watkins 100 Avoiding Integrity Land Mines Ben W. Heineman, Jr. 20 33 FORETHOUGHT HBR CASE STUDY Why Didn t We Know? Ralph Hasson 45 FIRST PERSON Preparing for the Perfect Product Launch THOU SHALT †¦page 58 James P. Hackett 111 TOOL KIT The Process Audit Michael Hammer 124 BEST PRACTICE Human Due Diligence David Harding and Ted Rouse 138 144 EXECUTIVE SUMMARIES PANEL DISCUSSION There are 193 countries