Friday, February 21, 2020

Topic Selection and Rationale (Attempt 1 ) Essay

Topic Selection and Rationale (Attempt 1 ) - Essay Example The ability to properly define and/or guarantee protections for unique works or concepts could easily lead to stalemate if the intellectual property is governed domestically yet regulated abroad when doing business in foreign nations. In microeconomics, comparative advantage could explain a potential stalemate when it comes to intellectual property protection. This is when a firm has the ability to produce a work or product at a lower opportunity cost than competition. An opportunity cost is when the highest valued alternative must be sacrificed to select another strategy. If one business operates in a market where there are many competitors, and are able to experience lower cost in the action, competition may be more adamant about protecting their intellectual property as a competitive tool. Because the WTO acts as an agency and forum for these discussions, it is likely that the WTO will become engaged in trying to settle the dispute. A competing company might have very high cost objectives, however they cannot lower their opportunity costs to seek a special project or product innovation. Animosities between the rival companies could cause conflict with the membership of the WTO, based on the high cost of doing business against a competing product able to avoid high opportunity costs. In macroeconomics, inflation could also lead to problems with intellectual property rights disagreements that will ultimately involve the WTO. This is when the price of goods and services rises due to supply, finance, or money supply. Companies that are unable to compete effectively against another company that enjoys comparative advantage may also have inflationary issues arising from the cost of doing business which, in turn, affects overhead costs and production costs. The company could, at the same time, be impacted by inflation associated with international distribution.

Wednesday, February 5, 2020

Tacit Knowledge for the Training of pre-service Industrial Design and Dissertation

Tacit Knowledge for the Training of pre-service Industrial Design and Technology Teachers in Australia - Dissertation Example From the research it can be comprehended that a lot has been heard and talked about tacit knowledge in the field of teaching and teacher training. According to Chandra and Chalmers, the knowledge contains certain tacit aspects that cannot be codified but are only transmitted through personal experience or training. Tacit knowledge is defined by Shulman as the knowledge that cannot be transferred to other using words either written or verbalised. As such, tacit knowledge has been recognised in the literature of teacher training only one aspect – who possesses this knowledge – rather than focusing on other aspects and taking it a step further on how this knowledge can be passed down or diffused within the pre-service training period. Various educational theories have cited tacit knowledge as the sole means of learning to teach but this has been a topic of debate and controversy throughout the history. Ma debating on one of the educational theories stated that the traditio nal epistemology is about teaching which include the concepts of objectivist, behaviourist, and positivist. Even though, as stated by Ball, that each of these concepts visualise a different teaching method, the concepts centre on the idea of delivering the content from a tacit point-of-view. In other words, the traditional teaching epistemology focuses on articulating the tacit knowledge rather than to prompt the pre-service teachers to respond or act in a particular manner. (Ball, 2000, p.244). Over the past few years, attention to research on teacher training and education has shifted away from behaviours or skills teaching to the knowledge and beliefs of the teachers i.e. the tacit knowledge (Lampert, 2001, p.127). This shift occurred because of dissatisfied teachers that deliver the teaching contents in a mechanistic manner. In order to understand this behaviour, investigations were carried out in classroom settings that focused around the knowledge and beliefs of the teachers ( Chick, 2002, p.180). Recently, the interest in the training of pre-service teachers has increased because of the concept and utilisation of knowledge. Although researchers take different approaches in their researches and purposes, knowledge is broadly defined as tacit knowledge that teachers learn with respect to their teaching experiences (Sullivan and McDonough, 2002, p.250). Tacit knowledge, for many researchers, implies the presence of complex and context specific teaching nature that can contribute to the enhancement of teachers teaching status as a profession (Chick, 2002, p.187). This tacit knowledge has been explained by many researchers, but was introduced and elaborated by Shulman using the concept of pedagogical content knowledge (Chandra and Chalmers, 2008, p.25). The concept explains tacit knowledge as the interpretations and transformations of subject matter in context that can facilitate student learning (Chandra and Chalmers, 2008, p.26). Teachers who are preparing to teach in secondary schools that often struggle in subjects such as science particularly industrial design and technology. They need to take sufficient courses to meet the degree requirements and learn enough about the subject to be able to teach in schools. However, the training of pre-service industrial design and technology teachers often falls short of preparing the new teachers with the necessary skills and knowledge (Shulman, 1986, p.11). As argued by Ma (1999, p.26), the curriculum changes in the schools particularly in the industrial design and technology subject area, teachers are not being adequately training. The reform in the curriculum requires that teachers need to be trained to be able to provide quality education to all students (Ball, 2000, p.243). However, the exact contents of the subject have been subjected to controversy as when, what, where and how can it be acquired by the teachers. One research suggests that in order to underst