What Effect will the Stansted Expansion Essay Example for Free

What Effect will the Stansted Expansion Essay In order to achieve my objectives properly, much research is going to need to take place. I will conduct some of my own primary research which will involve creating a questionnaire and then asking some local businesses to complete it for me. The questionnaire will include questions which will give me information on the businesses views on the expansions effects on demand, profit, competition, customer base, employees and employee transport. Different businesses I am hoping to receive a completed questionnaire from include banks, estate agents, hotels, taxi firms and businesses in the airport itself. The data I will collect through primary research will be quantitative data with which I can create graphs in order to compare results and form an idea of trends. Its important to remember however that these results are very time relative and could become of less value over time because situation and views will change with the changing economy and times. I will also do some secondary research; this will consist of finding already collected data on the internet, in books or newspapers. With this I will see how other projects similar to this have affected business, or simply using already collected information on the Stansted expansion itself to forward my project. I may also be able to find information on a much more national basis, as the primary research I conduct will only be local, and will not represent the national view of the expansion. This qualitative information has to be carefully used as sometimes the sources could be bias or out-dated. The information collected will also not be directly relating to my investigation as it was gathered for other reasons, so I must ensure I analyse it properly, considering this. Once the primary research and secondary research is completed I will combine and analyse them. I will compare the main worries or benefits that the businesses have to what I have found through the secondary research, and maybe pinpoint things that the businesses may have overlooked. I will also be able to compare the local, and the national effects of the expansion, using this research. I will then present my findings in an overall report showing the main benefits and disadvantages to businesses of the Stansted expansion proposal. Primary Research For my primary research I sent a questionnaire to 10 businesses in or around the airport that are likely to be affected by the expansion. This will give me realistic and relevant information on how the expansion will benefit the businesses, and what problems may also arise from it. I tried to make the questions as easy to understand as possible to make sure the answers are coherent in understanding and are not distorted through mislead answers. The answers and results are presented in quantitative form and therefore are easy to compare and understand, but this does mean however businesses cannot give specific explanations, and any views held that are not represented in the possible answers I have given, will not be accounted for. I have presented the results in the form of a graph to clearly show the trends of the business answers. 1. To what extent do you believe the expansion will effect your business? The results of this question clearly show that most, if not all, businesses will be affected by the expansion of the airport in some way or another, therefore indicating that they all have a vested interest in it. 2. If at all, do you believe this will be a beneficial or problematic affect? The results show that 66% of the businesses believed that the expansion will incur both positive and negative effects onto the businesses. These effects will be discussed in the following questions. It should be noticed that none of the businesses thought that they would only face negative effects from the expansion. (It should also be noted that the business who, in the previous question answered Dont Know did not answer this question) 3. As a result of the expansion, will travel to work for your employees become easier/ cheaper? The evidence in this pie chart shows that 70% businesses believe that transport to work will be affected positively through the expansion of the business, in terms of cost and ease of use. The airports expansion will probably mean an increase in the amount of Stansted Express train services running between the airport and other destinations, the same can also be said for the bus services. The increase in the amount of demand for these services could result in lowered price through economies of scale. However, 20% of businesses have opposite views, believing that transport will be more complicated and possibly more expensive. This could be due to the increased amount of congestion of cars travelling to the airport, and people wanting to use the services. This controversy is not surprising as these two problems are likely to occur, with the expected effects. 4. As a result of the expansion, do you believe lateness of employees will increase or decrease? The graph shows that a majority of only 60% of the businesses believe the lateness of the employees to work will decrease as a result of the expansion on the airport. This could be due to the increased consistency of the train and bus services, and possibly an increase in their efficiency due to higher profits from the increase in demand. However, 40% think differently; that the expansion will cause their employees lateness rate to increase. This could be due again to the increased amount of congestion on the roads, or the amount of people using the public transportation services. As a result of the expansion, do you believe your employment costs (recruitment/ wages) will rise? Again the difference in the results is not very large. 50% of the businesses believe that employment costs will decrease, whether it is in recruitment or wages. Recruitment could decrease because of the increased amount of people moving into the area hoping for employment from the expansion, therefore potential candidates will not be as hard or costly to find. Also, the increase in the amount of people hoping for employment moving to the area will mean jobs are in higher demand, and wages can be lowered. However, 40% of businesses though employment costs would rise. This could be due to the increase in the amount of competition moving into the area to benefit from the expansion; therefore employees will also be in higher demand making the recruitment process more competitive and costs higher. Wages will also have to be higher to attract more candidates. 6. As a result of the expansion, will demand for your product rise? The results shown in this graph clearly show that the expansion of the airport will not affect any of the businesses negatively in relation to demand. 70% of the businesses believe that it will actually prove to be beneficial to their demand levels; this is likely to be because of the increased amount of people moving through the area, or coming to live here, therefore increasing their customer base. 30% of businesses also however decided that it would not affect their demand at all. This is probably because their customers tend not to be those who would be users of the airport. 7. As a result of the expansion, do you believe your profits will increase? Interestingly here some businesses have said that, despite demand growing, their profits are possibly going to fall. This could be due to the extra costs that the business will face in employment costs, travel costs or extra advertising because of increased competition. However, 60% of businesses still claimed that their profits will rise; this is no doubt due to the increase in demand from the extra people in the area. However it could also be due to taking advantage of the economies of scale opportunities they may face with increased demand. The next question addresses this.

Quantitative and Qualitative Comparative Approaches

Quantitative and Qualitative Comparative Approaches Comparative Education What Are the Strengths and Weaknesses of Quantitative and Qualitative Comparative Approaches? Introduction Virtually it is impossible for comparison not to exist, since it is a major part of human nature. Anything that exists and can be thought about has the potential to be compared. Swansen (1971: 145) stated that THINKING WITHOUT comparison is unthinkable, so is all scientific thought and scientific research. When the term comparative approach is used in the general sense it is a vital attribute in the field of social scientific methodology. In the general sense it may be assumed that all social scientific methods are comparative. However, in the field of sociology the term is more restricted to the explicit study and comparison of different societies; in an effort to determine the alike and different attributes of the societies (Eastthope 1974). However, some researches in this field of study have developed the position over the years that there is no uniqueness about this field of inquiry. One such researcher is Smelser (1976) who indicated that there is no separate goal recognised by comparative and non comparative researcher because they both describe societal trends by creating limitations over situations and case variants that occur in those trends. Ragin (1989), however, maintained that the comparative approach is a distinctive field because it can be characterised as having an undeviating experiential functioning of the nonfigurative notion of society that has a high level of notions. Based on this, Ragin stated that this is what differentiates compartivists and non- comparativits. Therefore it may be assumed that the comparative approach involves the studying of one society and comparing it to more than one case (society) based on their societal factors such as culture, politics, etc., and determining their similari ties and differences and attributing them to why phenomenon exists in the society being analysed. There are two major methods that researchers can apply when they conduct comparative research. These two approaches are called the comparative quantitative and comparative qualitative approaches. Therefore, in this essay I will be discussing the strengths and weaknesses of quantitative and qualitative comparative approaches. However, firstly I will conceptualise the term comparative approach within the tradition of social science and then I will define discuss the consequences this has for education. Reference will then be made the three stages the comparative approach evolved in education and the major principles that the comparative approach is hinged on. The qualitative and quantitative comparative approaches will then be defined; their features and functions, advantages and disadvantages will be discussed. I will then discuss what the best approach the comparative approach is; then I will finally be discussing the consequences that the comparative approach has for education. Conceptualising the Comparative Approach In the broad field of sociology the comparative approach may be defined as relating to a type of evaluation that contrasts one ideology or investigative plan aligned with others. It may have a possibility of being replaced by another one that can be used to explicate the same others that would explain the same common trend (Gerring 2008). Furthermore, Keaty (2008) stated that the comparative approach is the primary scientific process existing, that an individual can utilise to control theories and analyse the correlations of more than one variable, while maintaining all invariance that can latently alter factors. The main purpose of the comparative approach in this field of study is to construct a justification of worldwide trends that are common to these societies but also allows researchers to analyse the more intricate trends of a society Ragain (1987). Therefore, it may be assumed that through the use of the comparative approach researches are capable of distinguishing that a sou nd empirical elucidation is pertinent to a diverse number of situations, however it still provides the researcher the opportunity to identify that societal trends are multifaceted and that a broad rationalisation is an incomplete rationalisation. Ragin (1989) further purported that the comparative approach is a rational approach and as a result it is hinged on John Stuart Mills (1888) principles of inductive inquiry. John Stuart Mills (1888) as cited in Etzioni and Du Bow (1970) called these three principles are called method of agreement, method of difference and the indirect method of difference. The method of agreement may be explained as if two or more cases of the occurrence that is being examined have one condition that is similar, it is assumed that this condition in which all the occurrence concur, is the origin of the specified trend. Therefore in order for an occurrence to be necessary it must occur in each situation (206-208). Furthermore, it may be assumed that in this instance the comparativits would be concerned with investigating situations where the condition can be identified and therefore by default conditions that are not recorded would not be necessary for the occurrence(s) to transpire. The method of agreement that Mills (1888), as noted in Etzioni and Du Bow (1970), formulated may be explained as if an occurrence in which the trend under analysis takes place, and an occurrence in which it does not transpire, and the occurrence is the equivalent one should be reserved, that one taking place before; the condition(s) and the two cases that are different may be termed as the effect or a vital aspect of what caused the trend to take place. The final method that Mill (1888) defined, that the comparative approach is grounded on, is the indirect method of agreement. This method Mills indirect method of difference is the use of the method of agreement twice (208-210). Researchers draft cross tabulations in an effort to establish if trends are existent and if the result present/present or absent/absent then the notion can be maintained. When compartivists apply this method it has three major steps these are: the dual employment of the indirect method of difference and the step which is related to the elimination of challenging single elements of clarification through opposite comparisons. However, when the comparative approach is applied in education it may be defined as being a combination of pedagogy and the social sciences. The comparative approach in education deals with the structure and purpose a school serves. It is suggested by Noah and Eckstein (1969) that the field of education and the social sciences have merged because researches have focused on analogous types of statistics and congruent subject matters. Furthermore, the other reason for this merger between fields is the noticeable interest in quantitative and experiential and approaches of investigation (Noah and Eckstein 1969). The application of the comparative approach in education is purposeful for four main reasons. Crossley and Watson (2004) have tried to identify these purposes. Firstly, it allows stakeholders to comprehend their own educational structure. Secondly, it provides individuals with the opportunity to also be able to comprehend other peoples educational structures, their cultures and i ts societal interactions. Thirdly, individuals would be able to recognise contrast educational structures, procedures and effects as a means of recording and comprehending the issues in education, and assistance to the development of educational guiding principles and traditions. Fourthly and finally it supports enhanced global comprehending and collaboration owing to augmented understanding to various beliefs and traditions of the world. When the comparative approach is applied in the field of education it is hinged on the various stages that evolved from. They are two major theories that are used to explain this process. According to Bereday (1964) as noted in Bray, Adamson and Mason (2007) the development of the comparative approach in education went through three steps. The first step he insinuated occurred during the 19th century and was established by Marc- Antonie Jullien the first known methodically, academic comparative educationalist. This period was referred to as borrowing. Bereday (1964) stated that during this phase great importance was focused on the categorisation of explanatory facts. After that emphasis was placed on contrasting the information collected in an effort to determine the preeminent traditions that a country was using with the purpose of implementing them in other countries. Beredays (1964) second step in the development of the comparative approach in education transpired within the firs t 50 years of the 20th century. This phase, he contended was pioneered by Sir Michael Sadler in the United Kingdom and it emphasised that educational structures are interlinked complicatedly to the nation that maintains them. Beredeys (1964) last step involved interpretation which stresses the development of the evolving of hypothesis and approaches and the apparent creation of the stages of comparative processes and strategies to assist the improvement of ideologies. According to Bereday (1964) as noted in Bray et al (2007) this modern new historical era that examined was a extension of the conventions of the phases of guessing, but it proposed that preceding guessing and ultimate borrowing is endeavoured it is essential that the subject is methodically implemented and applied to the educational policies. Comparative social science is also important in the field of comparative education. The process of borrowing and analysing educational systems across countries are very important for the existence of this field. As such, the use of the quantitative and qualitative approach is also important in comparative education research. The general field of comparative research is generally associated with applying the qualitative approach because cases have to be analysed. However, when applied in education there is a greater need for compartivists to apply the quantitative approach. This demand was brought about because of the move in focus contained in the discipline of comparative education from chronological, descriptive investigations in the direction of investigations applying arithmetical data and quantitative data analysis methods (Bray et. al 2007). The Two Approaches to Comparative Research As previously mentioned they are two major means by which researchers approach their investigations, through the application of either the quantitative or qualitative approach. In this section I will be discussing these both approaches in the broad social science field and then I will be discussing them as they are applied to the field of comparative education. According to Picciano (2004) the major differences between the both approaches when applied in education are based on the rationale of the investigation, the type of information to be collected, the method by which the collected information would be scrutinised, and how conclusions will drawn based on the findings of the collected data. For example, if a researcher wanted to investigate and understand trend that was occurring in a society the researcher may apply the qualitative approach. However, if another researcher was desirous of conducting a correlation study on students performance, they may apply the quantitative approach Quantitative Comparative Approach When the qualitative approach is applied generally, Bryman (2004) defined it as an investigative approach that typically stressed on words as opposed to the computations involved the gathering and interpretation of information. He further stated that this approach has three major features. The first feature is that it involves a deductive methodology towards the interaction connecting assumptions and investigation, in which the emphasis is situated on the examination of these assumptions. The second feature is that it integrates the systems and standards of positivism and of the natural empirical model. And thirdly it exemplifies an analysis of societal veracity as a peripheral authentic purpose Bryman (2004). The application of the qualitative approach in the social sciences is generally advantageous for four major reasons. Bryman (2004) stated that these reasons are measurement, causality, generalization and replication. Measurement is essential because it allows the researcher to define fine disparities between the cases, it is a reliable mechanism for shaping dissimilarities and it provides the foundation for further accurate educated conjectures of the level of association between notions. When the quantitative researcher is investigating a trend he or she is not interested in explaining the trend but rather in determining why the trend is occurring. When the researcher has made their final findings and conclusions there results may be able to be generalised to the whole population being researched. And finally, because of generally steps that are followed, and this method of research is void of personal biases it is objective, therefore if the researcher or any other researcher cond ucted the same research following the same steps the results yielded should be similar. Therefore this would give an indication that this approach to the social science is reliable and valid (Bryman 2004). However, they are also some disadvantageous which occur from applying the quantitative approach. Bryman (2004) has identified four major disadvantages that are generally associated with the application of this approach. Firstly he stated that researches of this approach are unsuccessful in discriminating individuals and societal organisation from the way by which people construe the world. Secondly, some individuals are of the opinion that the means by which the data is measured false belief that it is exactitude. For example, if a researcher distributed questionnaires, it is likely that some individuals may misinterpret the questions, and the answers may not be accurate. Thirdly, sometimes, the respondents may not have enough knowledge to answer the questionnaire adequately, which will result in the data not reflecting the current trend. And finally the investigation of interaction among variables produces an inert perspective of societal that is mutually dependent of individuals l ives (Bryman 2004). An example of how the quantitative approach was applied in mainstream social science was the study conducted by Chin, Fisak and Sims (2002). This study was termed Developing a Likert Scale: the case of attitudes to vegetarians. This study was used to investigate the behaviours of vegetarians who were said to be abnormal and as a consequence were considered with scepticism and resentment. As a result, the study conducted on a sample of undergraduate students of a university from the United States. There scale sought to answer four major questions. These questions were based on the type (s) of behaviours that vegetarians exhibited that was seen as offensive, discrepancy with their vegetarians ideologies, health concerns of vegetarians and how to treat them aptly. The researchers of the comparative quantitative approach also refer to this approach as the variable approach. Ragain (1989) defined this approach as being established on theory. Furthermore he opined that the qualitative comparative approach seeks to determine and analyse the association among perceptible interactions throughout various nations, and extensive hypothetically established descriptions of worldwide societal trends, as opposed to trying to comprehend explicit results. However, it must be noted that the main purpose of the quantitative comparative approach is based on establishing theories which are formulated from common assumptions as opposed to analysing historical conditions, in an attempt to create various historically results. This approach, the quantitative comparative approach has been famous for more than 25 years and its fame because there was a revamping in the concern of researching global societal phenomenon. This revamping of the field prompted researchers to inculcate the quantitative procedures from the conventional social sciences, which led to the application of the social science procedures to analyse hypotheses. The application of the quantitative approach in comparative social science has been beneficial because compartivists now have and increased authenticity and a renewed association with conventional social science (Ragin 1989). The use of the quantitative comparative approach is advantageous obviously for the same reasons mentioned for the use of the quantitative approach in mainstream social science, however Ragin (1989) has presented seven advantages that compartivists derive when they apply the quantitative comparative approach. Firstly, comparitivts are now equipped with an approach that allows them to study a large number of cases at an instant. Furthermore, it allows these researchers to increase the quantity the amount of scrutiny which does not require a great amount of knowledge of the field; despite having knowledge of the field would improve the quality of this approach. Secondly, it has stimulated a novel awareness in consistent quantitative cross-national data. This awareness is valuable because measuring permits more precise examination of the hypothesis to be achieved. Quantification of description of societal composition presents a foundation for analysing a wide range of conjectures concern ing the interaction among cases. Thirdly, it allows investigators to consider alternative explanations more carefully when testing a theory. Fourthly, comparativists now have access to information from various a large cross sections of countries data bases. Fifthly, through the application of the quantitative comparative approach, researchers have now when creating scientific generalisations; since the quantitative procedures that have been introduced are conventional like the traditional design in mainstream social science. Sixthly, it has reduced the inclination between some comparativits to appreciate specific elucidations when confronted with several contradictory situations. And finally it has given researches the opportunity to use procedures of statistical control (Ragin 1989). An example of a quantitative comparative study would be Bronschier and others (1978) study of developed countries that had an advanced level of local investment economies grew quicker. However, some individuals have criticised the quantitative comparative approach of these comparativists. Picciano (2004) has identified some major criticisms. Firstly, individuals have stated that comparativits who apply this approach has not given their subjects the opportunity to express their genuine perceptions, unlike the researchers who use the qualitative comparative approach. The quantitative comparative approach is also said to be criticised because findings from this approach tend to be void of significance. Researchers of the qualitative comparative approach also are condemned because they tend to be concerned with hypothesises which are unrelated to cases being examined, therefore this results in findings which are not truly linked to the instigative enquiries. As such, statistics are produced which is fictitious and inappropriate to distinct situations (Picciano 2004). According to Bryman (1988) and Smith (1983) as noted in Bray et al (2007) the use of quantitative comparative education in education is purposeful for the formation of principles which provide some form of clarification and forecasting of educational trends Principles of relationship maintain a practical reliance among objects, while principles that seek to determine reasons (qualitative comparative approach) entail an unchanging series of procedures. Observing this approach to the nomothetic form of analysis entails that investigators contemplate such principles to be worldwide, despite of dissimilarities that exist. Principles increases potentiality to explicate and forecast interactions among trends across circumstances. The quantitative approach is also imperative in education. These comparative educational investigators are interested in analysing in a fashion that their results would be generalised and pertinent to all the trends regardless of the nation our culture. Concurrently, there are feasible assumptions, systems, and strategies across the globe, and an aspiration to get worldwide explanations to worldwide phenomena. Major records from worldwide researches of educational accomplishment, and educational statistics collected by global organisation, can be appealing to knowledgeable and apprentice investigators similarly as a result of its accessibility. Ultimately, if the government indicates that they require the educational system a worldwide group to carry out an investigation they may require that researchers apply a more quantitative comparative approach (Bray et al 2007). Qualitative Comparative Approach When the qualitative approach is defined in mainstream social science Creswell (1998) stated that it is an investigative procedure of comprehending rooted on clear customs of inquisition that investigates a societal or human dilemma. The investigator creates a multifaceted, whole depiction, evaluates words, reports comprehensive ideologies of subjects, and performs the research in a real situation. However, he maintained that researchers who use this approach ought to conduct a quantitative research preceding it. Lincoln (1995) stated that this approach is procedure has a large concern of integrating and deducing the real subject with an effort to explain and understand trends of people. Furthermore this type of investigations uses diverse types experimental resources e.g. interview, case study, etc. When researches use the qualitative approach to conduct their investigations they are six steps that they must follow. Bryman (2001) has identified these six steps. The first step involves formulating broad investigative enquiries. The next step involves the choosing of the pertinent cases to be investigated. Thirdly, these researchers should seek to gather their pertinent information that will answer their research questions. Fourthly, the researcher has to construe the gathered information and afterwards they should seek to do some theorising. At this point the researcher has to redefine the research question, gather more information and re-interrupt the gathered information. Finally, the research can then construct their findings and conclusions. An example of the application of the qualitative approach to investigation is Taylors (1993:8) study cited in Byman (2004). This research involved the investigation of female drug users who used needles. In her study she showed that thes e women were rational active individuals who were capable of making choices rooted on the eventualities of both their drug abuse and the roles they play in society collectively. The qualitative approach in mainstream social science is advantageous. Burns (2000) has identified some advantageous of applying this approach when conducting research. Firstly, because the basis of research in this approach is not established on testing a hypothesis the investigator is provided with the opportunity to have a more intimate relationship with the subjects, and therefore a better understanding of the phenomenon being investigated. Researchers of this approach can also have a better opportunity in developing causations as it relates to trends that are occurring. Ultimately, when the findings are prepared they are not represented with numerical summaries; therefore the average person can understand the results presented (Burns 2000). However, they are four major disadvantages which can be associated with the application of the qualitative approach in mainstream social science. Firstly, the approach is too subjective, as such the results are too reliant on the investigators disorganised perceptions about what they view consequential. This approach to investigation is impossible to reproduce because it does not have any formal structure. Another criticism of this approach it that the results yielded cannot be generalised and can only be applicable to the small number of cases that were researched. Finally the whole procedure that is carried out in this approach does not clearly depict what the investigator procedures and how they made their deductions (Bryman 2001). The qualitative comparative approach is defined as an approach that compartavists use to create chronological clarification of detailed past results or previously distinct grouping of observed trends. This approach is also referred to as the case-orientated comparative method. The objective of this methodology is equally past construe and fundamental rational. Therefore, comparativits who use this method attempts to comprehend or infer explicit cases based on their inherent values. Thus the general aim is to create restricted generalisations regarding the subjects of tentatively distinct groups of experiential trends universal to a small group (Ragin 1987). They are some advantageous which can be derived from utilising the qualitative comparative approach. Ragin (1989) identified some of these advantages. Firstly, it is feasible to focus on fundamental difficulty involved in studying the cases based on attributes that create the significant societal transformation and trends that concern social scientists. Also this methodology necessitates that the researcher defers suppositions concerning the similarity of subjects and situations. This accommodation enhances the interactions between ideologies and findings. The research sample is manageable since the cases are few. Therefore these compartivists will be able to contrast the differences, and have a personal understanding of pertinent subjects (Ragin 1987). A good example of a qualitative comparative study is Marvin Harris (1978) study of sociocultural puzzles This study entailed him to studying the various views people had regarding meat from various parts of the world. He was able to explain these different ideologies of meat eating for the various regions based on cultural elucidations. They are also some disadvantages in applying the qualitative comparative approach. Picciano (2004) identified four disadvantages. Firstly, the analysis of the information is too dependent on the researcher. Furthermore, when the researcher has completed their investigation the study cannot be reproduced nor can the results be generalised for any other cases. And ultimately, since the results are not presented statistically some researchers will view the results as insufficient to provide valuable proof and furthermore being an assault to the truth. Since the qualitative approach to social to comparative method involves determining causation compartivists tend to apply comparative historical research when investigating. Mahooney and Ruechemeyer (2003) noted that this approach is a primary type of investigation that is applied in the social science. The comparative historical researchers primary interest is in enquiries which are precise to specific chronological cases. As a result of the desire to explicate these cases, frequently may result in additional research which extends beyond the initial subjects. Comparative historical analysis also involves explicating and recognising of fundamental configurations that create significant outcomes Furthermore investigators clearly examine past trends and obtains the changes over a time frame. And ultimately because comparative historical researchers typically are acquainted with all cases, they are able to they can assess variables based on theoretical analysis and legitimacy is achiev able when a reasonable number of cases are chosen (Mahooney and Ruechemeyer 2003). An example of a comparative historical study in the field of education would be Green and Wiborg (2004) study on Comprehensive Schooling and Educational Inequality: An International Perspective. Skopol and Somers (1980) have identified three approaches that can be used in comparative historical analysis. The first one is called Parallel Demonstration of Theory. The chief principle of this approach was for contrasting situations/countries past to convince the reader that a specified and described assumption can frequently reveal its effectiveness. An example of this approach is Jeffery M. Paiges study on the Agrarian Revolution. The second approach is contrasting on contexts by putting cases beside each other and more or less has a differing purpose than parallel comparative history. An example of this approach is Reinhard Bendix investigation of nation building and citizenship. Generally comparison is done between separate subjects. Typically contrasts are advanced by of the direction of assumptions. The third approach is the Macro-social Analysis. These investigators employ this style chiefly to determine causation about macro-level methods and systems. An example of this approach is Barrington Moores research on Social Origins of Dictatorship and Democracy (Skopol and Somers 1980). Mahooney (2000) also identified another approach that may be used in comparative historical analysis as path dependency. Through this approach researchers indistinctively conceptualise the past that is significant and the impacts it will have on the future. This form of investigation essentially analyses the association between sequential variables are considered, however it does not essentially scrutinise path-dependent progression of transform. However, it proposes an account for specific results of occurrences of exceptions. An example of the path-dependency approach to comparative historical analysis is Jack Goldstones Revolution and Rebellion in the Early Modern World (Mahooney 2000). However within comparative education they are some researchers who prefer to adopt the qualitative comparative approach, and therefore insist that this method is applied. They prefer this method because they opine that it will eliminate the inadequacies that are associated with the quantitative approach to comparative education. Qualitative investigators within the field of comparative education also view that there is a sound conviction in the significance of traditional, political and societal framework and the opinion that education cannot be unrelated from its indigenous customs. Qualitative investigation is also supported through a great quantity of worldwide numerical statistics, frequently insignificantly engaged devoid of reflection of impending preconceptions. And also by means of elements of investigation contrasted which not only include native circumstances and societal difference, with consideration to the enquiry of the objectivity or importance of the investigators un dertaking. The qualitative comparative investigators in education focus on the necessitatity to the immensely prospective for partiality and difficult conjectures when investigators act externally from their personal intellectual circumstances. They opine that effort ought to be present in order to become cognisant of such partialities and furthermore to enquiry individual postulations although attempting to comprehend the postulations fundamental to the nations and traditions which are aims of investigations. An example of the use of the qualitative comparative approach in education is Margaret Archers (1979) as noted in Green (1990) study on The Social Origins of Education Systems. Her study was conducted in Russia, England, France and Denmark. This research was also the basis for Green (1990) study on Education and State Formation. Another example is Ramierz and Boli (1987) study on The political Construction of Mass Schooling: European Origins and Worldwide Institutionalization Mixed Methods Combing the qualitative and quantitative approaches to the comparative approach is beneficial when considering the many advantages and disadvantages t

Implementation Of Clustering Algorithm K Mean K Medoid Computer Science Essay

Implementation Of Clustering Algorithm K Mean K Medoid Computer Science Essay Data Mining is a fairly recent and contemporary topic in computing. However, Data Mining applies many older computational techniques from statistics, machine learning and pattern recognition. This paper explores two most popular clustering techniques are the k-means k-medoids clustering algorithm. However, k-means algorithm is cluster or to group your objects based on attributes into K number of group and  k-medoids  is a  related to the  K-means  algorithm. These algorithms are based on the k partition algorithms and both attempt to minimize  squared error. In contrast to the K-means algorithm K-medoids chooses data points as centres. The algorithms have been developed in Java, for integration with Weka Machine Learning Software. The algorithms have been run with two dataset Facial palsy and Stemming. It is having been shown that the algorithm is generally faster and more accurate than other clustering algorithms. Data Mining derives its name from the similarities between searching for valuable business information in a large database (for example, finding linked products in gigabytes of store scanner data) and mining a mountain for a vein of valuable ore.[1] Both process requires either sifting through an immense amount of material. Or intelligently probing it to find exactly where the value resides. Data Mining Data mining is also known as knowledge mining. Before it was named DATA MINING, it was called data collection, data warehousing or data access. Data mining tools predicts the behaviours of the models that are loaded in the data mining tools (like Weka) for analysis, allowing making predicted analysis, of the model. Data mining provides hands-on and practical information. Data mining is the most powerful tool available now. Data mining can be used for modelling in fields such as artificial intelligence, and neural network. What does it do? Data mining take the data which exists in unrelated patterns and designs, and uses this data to predict information which can be compared in terms of statistical and graphical results. Data mining distil / filters the information from the data that is inputted and final model is generated. Clustering What is cluster analysis? Unlike classification and prediction, which analyse class-labeled data objects, clustering analyses data objects without consulting a known class label. A 2-D plot of customer data with respect to customer locations in a city, showing three data clusters. Each cluster center is marked with a +.[6] Clustering is the technique by which like objects are grouped together. The objects are clustered or grouped based on the principle of maximizing the intra class similarity and minimizing the interclass similarity. i.e. clusters of the objects are made so that the clusters have resemblance in comparison to one another, but are very divergent to objects in other clusters. Each cluster that is made can be viewed as a class of objects, from which rules can be derived. [6] Problem overview The problem at hand is able to correctly cluster a facial palsy dataset which is given by our lecturer. This section will provide an overview of dataset being analysed, and description about dataset that we use in this implementation. Data Set 1.3.1.1 Facial_Palsy_svmlight_format Facial Palsy data is for binary classification. +1 severe facial palsy faces -1 Non-severe or normal faces 66 Principal components generated from 5050 Hamming distance images 1.3.1.2 A6_df2_stemming__svm: Attributes: 100 A6_df2_stemming__svm_100.dat +1 Open question -1 Closed question Section 2 Methodology This section will firstly discuss the methodology behind K-means k-medoids algorithm. It is than followed by steps to implement k-means and k medoids algorithms. How many input, output and what are the steps to perform k-means and k-medoids. 2.1 K-mean K-means clustering starts with a single cluster in the centre, as the mean of the data. Here after the cluster is split into 2 clusters and the mean of the new cluster are iteratively trained. Again these clusters are split and the process goes on until the specified numbers of the cluster are obtained. If the specified number of cluster is not a power of two, then the nearest power of two above the number specified is selected and then the least important clusters are removed and the remaining clusters are again iteratively trained to get the final clusters. If the user specifies the random start, random cluster is generated by the algorithm, and it goes ahead by fitting the data points into these clusters. This process is repeated many times in loops, for as many random numbers the user chooses or specifies and the best value is found at the end. The output values are displayed. The drawbacks of the clustering method are that, the measurement of the errors or the uncertainty is ignored associated with the data. Algorithm: The k-means algorithm for partitioning, where each clusters centre is represented by the mean value of the objects in the cluster. Input: k: the number of clusters, D: a data set containing n objects. Output: A set of k clusters. Method: (1) Arbitrarily choose k objects from D as the initial cluster centers; (2) Repeat (3) reassign each object to the cluster to which the object is the most similar, based on the mean value of the objects in the cluster; (4) Update the cluster means, i.e., calculate the mean value of the objects for each cluster; (5) Until no change; Where E is the sum of the square error for all objects in the data set; p is the point in space representing a given object; and mi is the mean of cluster Ci (both p and mi are multidimensional). In other words, for each object in each cluster, the distance from the object to its cluster center is squared, and the distances are summed. This criterion tries to make the resulting k clusters as compact and as separate as possible.[2] Clustering of a set of objects based on the k-means method. (The mean of each cluster is marked by a +.) 2.2 K- Medoids This report recommends a new algorithm for K-medoids, which runs like the K-means algorithm. The algorithm proposed scans and calculates distance matrix, and use it for finding new medoids at every constant and repetitive step. The evaluation is based on real and artificial data and is compared with the results of the other algorithms. Here we are discussing the approach on k- medoids clustering, using the k-medoids algorithm. The algorithm is to be implemented on the dataset which consist of uncertain data. K-medoids are implemented because they to represent the centrally located objects called medoids in a cluster. Here the k-medoids algorithm is used to find the representative objects called the  medoids  in the dataset. Algorithm: k-medoids. PAM, a k-medoids algorithm for partitioning based on medoids or central objects. Input: k: the number of clusters, D: a data set containing n objects. Output: A set of k clusters. Method: (1) Arbitrarily choose k objects in D as the initial representative objects or seeds; (2) Repeat (3) Assign each remaining object to the cluster with the nearest representative object; (4) Randomly select a no representative object, o random; (5) Compute the total cost, S, of swapping representative object, oj, with o random; (6) If S (7) Until no change; Where E is the sum of the absolute error for all objects in the data set; p is the point in space representing a given object in cluster Cj; and oj is the representative object of Cj. In general, the algorithm iterates until, eventually, each representative object is actually the medoids, or most centrally located object, of its cluster. This is the basis of the k-medoids method for grouping n objects into k clusters.[6] 2.3 Distance Matrix An important step in most clustering is to select a  distance measure, which will determine how the  similarity  of two elements is calculated. Common distance metrics: Euclidean Manhattan Minkowski Hamming etcà ¢Ã¢â€š ¬Ã‚ ¦ Here in our implementation we choose two distance matrix that you can see below with description. 2.3.1 Euclidean Distance Metric The  Euclidean distance  between points  p  and  q  is the length of the  line segment. In  Cartesian coordinates, if  p  =  (p1,  p2  pn) and q  =  (q1,  q2  qn) are two points in  Euclidean  n-space, then the distance from  p  to  q  is given by: 2.3.2 Manhattan Distance Metric The Manhattan (or taxicab) distance,  d1, between two vectors  in an n-dimensional  real  vector space  with fixed  Cartesian coordinate system, is the sum of the lengths of the projections of the  line segment  between the points onto the  coordinate axes. Section 3 Discussion In this section we are discussing about how Weka Machine learning work and how we implemented both k-means and k medoids algorithm. To implement these two algorithms we use Java and we are explaining how we implemented in java which function we use in order to implement these two algorithms. 3.1 Weka Machine Learning Weka is a machine learning software made using Java and many other languages. Weka has a collection of tools that are used to analyse the data that the user inputs in the form of dataset files. Weka supports more than four different input data formats. Weka uses an interactive GUI interface, which is easy for the user to use.  Ã‚  Weka provides the functionality for testing and visual aid options that can be used by the user to compare and sort the results. 3.2 Implementation In this section, we discuss about implementation of 2 clustering algorithms: K-Means and K-Medoids. Here, we use Object Oriented Programming to implement these 2 algorithms. The structure of program as below: There are 3 packages: K-Mean, K-Medoid, main. Files in K-Mean package: Centroid.java Cluster.java KMean_Algorithm.java KMean_Test.java KMean_UnitTest.java Files in K-Medoid package: KMedoid_Algorithm.java KMedoid_UnitTest.java Files in main package: Attribute.java DataPoint.java DistanceCalculation.java FileFilter.java MainFrame.java Utilities.jav There are some main functions implemented for clustering activity as below: 3.2.1 read_SVMLightFile_fill_up_missing_attribute() This function is about reading the SVM Light data file (.dat) and fill up all the missing attributes/values in data file before returning a Vector of data-points for clustering activity. 3.2.2 calculate_distance() This function is providing calculation according to the distance metric input in order to calculate distance between data objects for clustering activity. Overall, this function provides calculation for 3 different distance metrics as: Euclidean, Manhattan and Minkowski. 3.2.3 startClustering() This function is about running a particular clustering algorithm and returns a Vector of Clusters with their own data-points inside. All the steps of a particular clustering algorithm is implemented, here we implement K_Means and K_Medoids clustering algorithms. 3.2.4 calculateSumOfSquareError() This function is about calculating the total/sum square error for all the output clusters. By calling the function calculateSquareError() inside every cluster and sum up, the sum of Square Error will be calculated as long as the clustering activity finished. 3.2.5 calculateSumOfAbsoluteError() This function is about calculating the total/sum absolute error for all the output clusters. By calling the function calculateAbsoluteError() inside every cluster and sum up, the sum of Absolute Error will be calculated as long as the clustering activity finished. 3.2.6 toString() and main() The toString() function will return a string which represents the clustering output, including: total objects of every cluster, percent of object in every cluster, the error (such as: sum of square error or sum of absolute error), the centroid of every cluster and all the data-points clustered in the clusters. The main() function inside MainFrame.java class will allow to execute the GUI of the program, so users can interact with system by GUI instead of console or command-line. In this GUI, users can choose type of distance metric (such as Euclidean and Manhattan), Clustering algorithm (such as K-Means and K-Medoids) and enter input parameters such as number of clusters and number of iterations for clustering activity. Besides, users also can open any data file to view or modify and save before running clustering as well as export the original data file with missing attributes/values to new processed data file with all missing values filled up by zero (0). Section 4 Analysis In order to access the performance of the K-means k-medoids clusters, two dataset of analyses was carried out. The aim of this set to tests was provide an indicator as to how well the clusters performed using the k-means and k-medoids function. The tests were involved comparing the cluster to other cluster of various types provided within Weka cluster suite. The results are summarised throughout the remainder of this section. 4.1 Experiment (Facial Palsy dataset) results vs. Weka Here In this section how we did a comparison with our application algorithm vs. Weka you can see below. In this pattern we give iterations when we run a dataset with our application and Weka. Iterations: 10 >> 30 >> 50 >> 100 >> 200 >> 300 >> 400 >> 500 In this pattern we give a cluster when we run a dataset with our application and Weka. Clusters: 2 >> 3 >> 4 >> 5 After we run dataset with this format than each and every run we get result we combine that result, compare with Weka, we make a total of each and every column and come with average and we are displaying in table that you can see in below table. This Symbol is object. To see a result please click on this object it will show you result. We put as object because result is too big in size so we are not able to put in this A4 page. 4.2 Experiment (Stemming Question dataset) results vs. Weka Here In this section how we did a comparison with our application algorithm vs. Weka you can see below. In this pattern we give iterations when we run a dataset with our application and Weka. Iterations: 10 >> 30 >> 50 >> 100 >> 200 >> 300 >> 400 >> 500 In this pattern we give a cluster when we run a dataset with our application and Weka. Clusters: 2 >> 3 >> 4 >> 5 After we run dataset with this format than each and every run we get result we combine that result, compare with Weka, we make a total of each and every column and come with average and we are displaying in table that you can see in below table. This Symbol is object. To see a result please click on this object it will show you result. We put as object because result is too big in size so we are not able to put in this A4 page. Section 5 Conclusion In evaluating the performance of data mining techniques, in addition to predicative accuracy, some researchers have been done the importance of the explanatory nature of models and the need to reveal patterns that are valid, novel, useful and may be most importantly understandable and explainable. The K-means and k-medoids clusters achieved this by successfully clustering with facial palsy dataset. Which method is more robust-k-means or k-medoids? The k-medoids method is more robust than k-means in the presence of noise and outliers, because a medoids is less influenced by outliers or other extreme values than a mean. However, its processing is more costly than the k-means method. Both methods require the user to specify k, the number of clusters. Aside from using the mean or the medoids as a measure of cluster center, other alternative measures are also commonly used in partitioning clustering methods. The median can be used, resulting in the k-median method, where the median or middle value is taken for each ordered attribute. Alternatively, in the k-modes method, the most frequent value for each attribute is used. 5.1 Future Work The K-means algorithm can create some in efficiency as; it scans the dataset leaving some noise and outliners. These small flaws can be considered major to some of the users, but this doesnt means that the implementation can be prevented. It is always possible that sometimes the dataset is more efficient to follow other algorithms more efficiently, and the result distribution can be equal or acceptable. It is always advisable to make the dataset more efficient by removing unwanted attributes and more meaning full by pre-processing the nominal values to the numeric values. 5.2 Summery Throughout this report the k-mean and the k-medoids algorithms are implemented, which find the best result by scanning the dataset and creating clusters. The algorithm was developed using Java API and more Java classes.  

For the Love of Ones Nation :: Political Governmental America Essays

For the Love of One's Nation The country is painted red, white, and blue and the national anthem is being heard nation wide. Everywhere you look you see little American flags posted in peoples front gardens or big flags hanging in their windows. Many stores are closed, even supermarkets usually open 24 hours close for a while, and those that are open for a while have all baked goods with American flags on them. People line the streets for parades, in big or small towns alike, and everywhere you look people are dressed in red, white, and blue. It could be no other day than the 4th of July in the United States. The big day when people remember history and unite together to enjoy their country's independence. This display of the American flag, the sound of the national anthem, and the pride people feel as they watch the morning parade is nationalism. To have the devotion to die for one's country, to hail to one's flag, to sing one's national anthem with pride, and to fear or hate others because they are not one of you are a few of the many characteristics of nationalism. Nationalism makes a person have love, pride, and an emotional union with the nation to which they belong. Being happy and loving one's nation can be a good thing as long as this pride is kept within reason and does not engulf a nations entire existence and lead to racism and the feeling of superiority towards others. A persons pride and loyalty for their nation-state has been a recent development, since previously a persons loyalty went to one's "crown, religion, city, or clan" (Weatherby, 39). A nation-state is a legal entity with people sharing a common identity, land, government, and independence, such as the former Soviet Union. Nationalism results from four types of bonds and is displayed through four types of symbols. However, even though nationalism can br ing nations together it can also hurt the unity of the entire world by causing nations to measure other nations by their own value system which leads to inferiority and racism. One bond of nationalism is common territory, which is a natural bond since people are located close to each other. When traveling to other countries or even other areas in your own nation a person would feel closer and sometimes more comfortable in the new place if they met someone who was also from where they lived.

An Assessment of the Poetry of Robert Frost Essay -- Poetry Robert Lee

  Ã‚  Ã‚  Ã‚  Ã‚  Nature is beautiful in every aspect, but as nature changes with every season, beauty and innocence in human life is much the same as the years progress. Robert Lee Frost uses nature in such a profound approach; every aspect of nature can someway correlate with any characteristic of life. Whether it is the beauty in nature signifying the joy and happiness that every person experiences, or it be the traumatic losses and disappointments that may lead to ultimate failure or destruction, Robert Frost illustrates life, love and loss in the most natural and beautiful way feasible. His style is uniquely his own, and his themes are ones that many people can relate to on countless levels, which is what made Frost so popular during his lifetime, and has continued four decades after his death.   Ã‚  Ã‚  Ã‚  Ã‚  Robert Frost was born March 26 1874 in San Francisco where he spent the first eleven years of his life until his father died. It was then that he moved with his family to Lawrence, Massachusetts. While in high school in Lawrence, Frost fell in love with Elinor White, they became engaged and married in 1896 (the same year that their son Elliott was born). After withdrawing from Harvard in 1897, the Frost’s moved to a farm in Methuen, Massachusetts, and began raising poultry. Three years later Elliott died, along with Frost’s mother. Frost and his family then bought a farm in Derry, where they settled down, and Frost began writing. Robert and Elinor Frost had three more children before losing another infant in 1907. In 1912, Frost became irritated with his failure at success, and moved his family to England. This move proved to be successful when Frost’s first book A Boy’s Will was published in 1913, followed by North of Boston in 1914; b oth books appeared in the United States as well by the time that the Frost family returned in 1915. In 1938 Frost lost his wife to illness. New Hampshire garnered Frost the first of his unmatched four Pulitzer Prizes for poetry, followed by Frost's Collected Poems in 1930, A Further Range in 1936, and A Witness Tree in 1942. Frost’s crowning public moment was his recitation of "The Gift Outright" at John F. Kennedy's inauguration in January of 1960. He died on January 29, 1963. Robert Frost lived a very long and often tragic life. He suffered unreasonable guilt, and blamed himself for everything that went wrong. Robert Frost loved his f... ... to gain wisdom. This wisdom should not be what the speaker feels in the last line, that innocence is great and loss of it is to be mourned. This wisdom is in the title of the poem "Nothing Gold Can Stay." Here is Frost telling the speaker to understand that this is the natural way, and so there is no point in fighting it or being sad about it. In fact, within every leaf is just a leaf...meaning without the gold there is no green, without dawn there is no day, without death there is no birth. It is just the way it is and so we better love it.   Ã‚  Ã‚  Ã‚  Ã‚  Robert Frost’s poems are beautifully written, and offer such a deep insight into life, and nature. His work connects to readers on virtually every level of consciousness, and generates readers to understand that their feelings are not rare. Everyone experiences the same emotions, and must overcome many of the same situations in life; but his poems almost bring the sense of possibility. Frost may have become popular at the dawn of the nineteenth century, his life may have ended almost half a century ago, but his poems are still as distinguished as they were before his death, and they will continue to be popular for many years to come.

Courage in To Kill a Mockingbird Book Essay

Courage, you have probably heard of this word before but what does it actually mean? Well, according to dictionary.com, an online dictionary, courage means the quality of mind or spirit that enables a person to face difficulty, danger, pain, etc., without fear. In the book, To Kill a Mockingbird, courage is evidently portrayed when Atticus does what no white man would ever dare to do in those days, lest they be scorned by the community. Atticus had the courage to stand up for a Negro, a black, Tom Robinson. This happened in chapter 17 to chapter 22. Courage, to me previously was just being brave and nothing else. However, after reading about Atticus act of standing up for Tom Robinson, I realized that courage is actually more than bravery. It is also daring to do what no other person would have done. It is about taking risks, regardless of the outcome, that you will do your best. Atticus had himself subjected to the exile of majority of the white community after he took that risk of standing up for Tom Robinson. In To Kill a Mockingbird, courage is described in different ways. â€Å"I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It’s when you know you’re licked before you begin but you begin anyway and you see it through no matter what.† Chapter 11, Page 118. Harper Lee portrays courage in this manner, to explain for Atticus defending of Tom Robinson later on in the story. Harper Lee also portrays courage in this way, such that she tells the readers that courage is not of a physical thing, like shooting the mad dog, but rather, on a more intellectual scale. The one place where a man ought to get a square deal is in a courtroom, be he any color of the rainbow, but people have a way of carrying their resentments right into a jury box. As you grow older, you’ll see white men cheat black men every day of your life, but let me tell you something and don’t you forget it – whenever a white man does that to a black man, no matter who he is, how rich he is, or how fine a family he comes from, that white man is trash. Chapter 23, Page 227. Atticus understands the lack of courage which most white men have in those days. They cheat black people everyday of their lives, for fear of being scorned by the community. As Atticus says, no matter how rich that WHITE man is, the moment he mocks a black, that lack of courage not to stand up for him, that man is trash. So it took an eight-year-old child to bring ’em to their senses†¦. That proves something – that a gang of wild animals can be stopped, simply because they’re still human. Hmp, maybe we need a police force of children. Chapter 16, Page 163. This is not a direct quote but rather an indirect quote to what Scout previously did. Scout had the courage to save her father. She stood up, an eight year old, against a gang of adults and brought a gang of wild animals to their senses. Scout did bravely what her father had no courage to do. It was times like these when I thought my father, who hated guns and had never been to any wars, was the bravest man who ever lived. Chapter 11, Page 106. Scout said this when Atticus was friendly towards Mrs. Dubose, one of the meanest ladies in Maycomb. Harper Lee, through this statement, portrays courage as being brave in the face of danger; this danger being Mrs. Dubose, who is not exactly fond of Atticus and is always criticizing him through his children. Neighbors bring food with death, and flowers with sickness, and little things in between. Boo was our neighbor. He gave us two soap dolls, a broken watch and chain, a knife, and our lives. Chapter 31, Page 284. Boo Radley had the courage to save Jem and Scout, he had GIVEN them their lives. Boos courage was probably one of the most tear-jerking moments in the story. Boo Radley was portrayed as a psychopath and one that would TAKE peoples lives. He did quite the opposite with Jem and Scout. Boo finally took the courage to prove wrong the citizens suspicions and went to the rescue of Jem and Scout. Boo was a hero. Finally, the setting of Maycomb contributes greatly to the theme of courage as Harper Lee portrays Maycomb as a Negro-hating society, one which has no one that bothers to stand up for Negroes and a psychopath that has a thing  for killing. Atticus and Boo himself break this spell of a scared Maycomb by Atticus standing up for a Negro and Boo saving the lives of the two children. The setting was probably most crucial in portraying courage as one of the main themes in the story. All in all, I think Harper Lee was trying to bring across the message that courage is not just about being brave, not just physically, but also being mentally strong and ultimately, daring to take the greatest of risks just like what Atticus did when he stood up for Tom Robinson. After reading the text, I am very convinced that Harper Lee was able to bring across a stirring ad convincing message that courage is not what we actually think of it and that there is much more to that. Source(s): http://www.dictionary.comTo Kill a Mockingbird by Harper Lee

Haier Group: A Chinese Company That Created A Global Brand Essay

Haier Group (â€Å"HG†) is a leading Chinese international manufacturer of large and small appliances, including refrigerators, freezers, conditioners, dishwashers and laundry products to cell phones and televisions. HG is not only known around the world for quality and innovation but as an early mover outside of the Chinese marketplace; it was able to implement a market strategy to take away market share from large manufacturers on their own home-front. I. Haier Group’s Global Brand Strategy A. Haier Group’s Expansion Strategy – It Was Time to Expand China joined the World Trade Organization (â€Å"WTO†) in December 2001 and became part of the international appliance marketplace. HG had a choice to maintain its current position as the leading manufacturer in China or to expand its operations into global markets. HG faced stiff competition from domestic manufactures and multinational companies (â€Å"MNCs†) that were penetrating the Chinese market. Although HG maintained a market advantage based upon its innovative and rapid market response to customer needs, superior after-sales servicing and efficient distribution centers, it would be only a matter of time before MNCs acquired similar resources through third-parties and adapted to local market needs (Palepu pp. 7-9). 1 HG could face overcapacity within the Chinese market – i.e., too many manufactures and not enough market share – and lose the opportunity to support its global expansion to capture market share overseas. If HG have had kept the status quo, it may never have another opportunity to use profits generated from its domestic sales to go head-to-head with large manufactures and develop its own brand. As early as 1997, HG had developed a formal global expansion strategy (Id. at 10). It manufactured products for MNCs overseas and entered into joint ventures (â€Å"JVs†) to explore foreign markets (Id.). HG had acquired access to the latest technology from the U.S. and Europe and was able to leverage its knowledge to manufacturer a better product at a higher profit per unit. Its  competitive advantage was two-fold: (1) product differentiation; and (2) response speed (Id. at 15). HG was successful in China, because it focused on organizing itself to understand what customers want and to satisfy those needs as quickly as possible. It also was able to  introduce brand new products or features that could be added to existing products to meet customers’ needs. While most Chinese manufacturers marketed and sold products under an original equipment manufacturer (â€Å"OEM†) client brand, HG was willing to endure the earlier costs of developing its own brand (Id. at 10). HG adopted an expansion strategy to first build its market share in developed markets and then go after emerging markets. It opined that many Chinese manufacturers would first export to South East Asia where they had no strong dominate competitors; HG would instead focus on the difficult and larger markets of the U.S. and Europe (Id. at 11). If HG could succeed in these markets it would have raised its competitive edge and could easily thrive in emerging markets (Id.). This logic makes sense since, because if the HG brand was widely accepted in the U.S. and Europe, it would become widely accepted as a high quality product in emerging markets. With the support and encouragement of the Chinese government, HG sought the benefits of being an early-mover and manufactured niche products in developed markets neglected by large manufacturers. HG focused on compact refrigerators for college students and offices and wine coolers (Id. at 11-12). When others began to imitate, HG was equipped to add new features, such as mini-fridges that doubled as a computer desk (Id. at 12). HG did not directly compete with the large manufactures in the U.S. and European markets because it had to â€Å"bridge the trust gap† and shed the low-quality  reputation attached to Chinese manufactured goods. After establishing the quality of the niche products, HG was able to gain the attention of major retail chains and introduce standard products to the U.S. HG learned from the mistakes made by MNCs in China and entered into new markets by hiring the right people with knowledge of local markets. HG developed JVs on five different continents, thus spreading the risk, and its strategy allowing HG to leverage knowledge from its local partners. It gained competitive advantage by product differentiation and response speed. HG’s large competitors were inflexible, slow moving and did not focus on the minor details of the customers’ needs. Customers felt as if HG’s products were local brands rather than imported Chinese brands. Haier Group Faced Risks with Global Expansion HG’s decision to globalize in developed markets faced risks if MNCs quickly learned from their mistakes in the Chinese market and started eating into HG’s domestic market share, depriving HG of the profits necessary to expand globally. If MNCs did not underestimate HG, they could have tracked movement and competed directly against the niches that HG sought to fulfill before introducing its standard products to major retailers. HG’s critical vulnerability was the Chinese reputation of manufacturing cheap quality goods, its harsh labor conditions and environmental practices. HG faced the risks that U.S. and European markets would reject out-of-hand the HG brand despite its innovation and high quality. China was fortunate to have HG lead the way in global expansion; another early-moving Chinese manufacturer with lower quality standards and poor market strategy could have resulted in failure and further setbacks for the Chinese government’s â€Å"going outâ⠂¬  policy. II.  Conclusion If HG chose to remain in its domestic market or sell its products under an OEM client  brand, it may have never been afforded an opportunity to develop its own global brand. MNCs invested millions into factories and distribution in China in hopes to prevent HG from using its profits in the domestic market to support its advancement overseas (Id. at 15). HG’s market strategy capitalized on MNCs failures in China and its knowledge of western technology. It was too risky for HG not to make its move into the global community. HG exploited MNC’s slow response to customer needs, inattention to minor details and inflexibility to become a leading player in the global market. The risk of not expanding globally when faced with MNC competition in China outweighed the risks of being complacent with its domestic market share.