Several Limitations On The Growth Of Ecommerce Marketing Essay

Several Limitations On The Growth Of Ecommerce Marketing Essay The early years of e-commerce is ungoverned (Laudon and Traver, 2009) while the todays e-commerce is stronger regulation and governance (Laudon and Traver, 2009). When the e-commerce is just start to launch, the government was not set the rules and regulation for the e-commerce business and do not control over it. While todays e-commerce is having stronger regulation and governance (Laudon and Traver, 2009) than early years of e-commerce, the e-commerce business was protecting by Internet rules and regulation worldwide and government was keeping an eye on it. The early years of e-commerce is practice pure online strategies (Laudon and Traver, 2009) where the organizations are doing their business in the virtual world without having the physical store in real world. Whereas, todays e-commerce is practice mixed bricks and clicks strategies (Laudon and Traver, 2009) that run their business in both way which are doing their transaction in the Internet and in the physical store. There are a lot of dot com raised when the beginning of e-commerce, but there only a few that able to survive until today (Laudon and Traver, 2009). The example for the organizational that using pure online strategies (Laudon and Traver, 2009) in the early years of e-commerce is Amazon.com while the organizational that using the mixed bricks and clicks strategies (Laudon and Traver, 2009) in todays e-commerce is Tesco.com. The early years of e-commerce is apply disintermediation (Laudon and Traver, 2009) while todays e-commerce is strengthening the process of intermediation (Laudon and Traver, 2009). In the early years of e-commerce, the organizations prefer to manage their market relationship directly with their customers without the presence of the intermediary, they eliminate the intermediation process. But the intense competition that result from disintermediation process (Laudon and Traver, 2009), it encourage todays e-commerce to do their business with the presence of intermediary. In the early years of e-commerce, it was practice the technology-driven (Laudon and Traver, 2009) which the organizational need to put a lot of effort to develop their organizational web site in the Internet. They are more emphasis on the development of the information technologies that useful for their web site. In todays e-commerce, the organization is more focus on the business-driven (Laudon and Traver, 2009) where they are more focus on the strategies that apply in their business. For those organization that was the first enter to the market in the early years of e-commerce will enjoy the benefit of being the first mover (Laudon and Traver, 2009). As the first mover of the market, the organizations would build their brand name easily, get a lot of customer quickly (Laudon and Traver, 2009) and be the leader in the market. While for the todays e-commerce, the organization is practice strategic follower strength (Laudon and Traver, 2009) which is they are found out and enjoy the advantages to become the follower in the market. What are the major limitations on the growth of e-commerce? Which, in your opinion, is potentially the toughest to overcome? The major limitations on the growth of e-commerce are categorized in two segments which are technological limitations and non-technological limitations (Turban et al. 2010). For the technological limitations, there are several limitations on the growth of e-commerce: Software and tools for develop the web site is changing from time to time (Turban et al. 2010). The organization need to up to date by using the software or tools in building their company web site so it show to consumer that they are able to follow the trend. For example: organization may use the old version of internet browser in the earlier year when build the web site but they need to change it to the latest version of internet browser when there is the movement of the technology. Cost to access the Internet is expensive or inconvenient (Turban et al. 2010) to some of the country. For the third world country such as Africa, the cost to access to the internet may be very costly to them and the people in that country may be is inconvenient to browse the internet. Many people in the Africa is not affordable to have internet service in their house even own a personal computer in their house is a luxury goods to them. When they are unable to afford to buy a computer and access to the internet, they also are not affording to buying products through the companys web site. For the non-technological limitations, there are several limitations on the growth of e-commerce: People are not having enough confidence to trust the faceless and paperless transactions (Turban et al. 2010). People especially the old-thinking generation will not trust to the buying and selling product or services through the Internet because they think the transactions in the Internet mostly are fraud transactions and doing the transaction without face-to-face communication will bring a lot of problem and do not make them confidence to the transactions. Security and privacy issues are stop customer to buying and selling in the Internet world (Turban et al. 2010). Nowadays, there are a lot of fraudulent transactions and privacy information being stolen by other people when customers are doing transaction in the Internet, this situation will make customer lost their confidence toward buying and selling goods through the Internet. When customer is paying by using credit card in the Internet, they will feel worry whether their personal information will being use by other people unauthorized or getting them involved in the criminal. In my opinion, the toughest limitation to be overcome would be the security and privacy issues (Turban et al. 2010). A lot of intelligence criminal is embezzling consumers privacy information they have filled in the Internet and steal their identity with the aid of advanced technology and software. This is difficult to overcome since the rules and regulations for the Internet are incomplete and unclear and undefined. The punishment for the Internet criminal should be more rigorous to prevent the Internet criminal being increases in the future. Task 1b: What are some of the major advantages and disadvantages of being a first mover? First mover is defined as the organizations that first enters the market and gather market share in a short period (Laudon and Traver, 2009). The advantages of being a first mover are: Being a first mover, the firm can enjoy the technology leadership where firm was using the technological skills that were hard to copy by other companies (later entrance to the market) (Ettington, 2010). As a technology leadership, firm also can enjoy the benefit of patent their product to prevent other competitor to copy their product. For example: Amazon.Com was the first company using the collaborative filtering-technologies that help them to analyze one customers purchase and suggest the customer other books that people with similar preferences have bought(Mellahi and Johnson, 2000). By doing this, Amazon.Com could create brand loyalty among their customer since they are the first web sites that provide this feature. Amazon.Com have patent its affiliate programmes and one-click buying features (Mellahi and Johnson, 2000) to protect the features being imitate by others. Besides that, being a first mover achieves the benefit of preemption assets (Lieberman and Montgomery, 1987) which is the ability of the firm to manage the better resources than late entrants. First mover was able to choose which resources that best meet their requirement such as in natural resources, geographical location and distribution channels (Lieberman and Montgomery, 1987). For the first mover, the firm will have the dominant position to choose the natural resources that best suit to their firms product than the late entrants. Wal-Mart was the first retail shop that takes advantage in choosing to open a discount store in a small town. Other than that, first mover can build the buyer switching cost (Ettington, 2010) in order to prevent customer to switch to other brands or products. When there is a switching cost barrier, the customer would not simply switch to other brands or product due to inconvenient or cost issues. By build buyer switching cost, it may lead to repeat purchasing among the customer. As the first mover, company will have the priority in more understanding the customers preference and produce the quality product to the customer. This may help the company to build the customers loyalty toward the companys brand. As the first mover in the market could experience the high degree of consumer awareness (Kerin, Varadarajan and Peterson, 1992). First mover firm will be the first firm entry to the market and it can make consumer pay high attention on the firm since it was the first in the market. With the successful market strategies and market positioning, it could help the firm to gain the consumer awareness toward the firm and the products. When the consumers have consumed the firms product and satisfied with the products performance, then it will leads to the repeat purchased behavior. Once the repeat purchase behavior was form, the consumer will unwilling to switch to other brand (late entrant). For example, when the first Apples iPhone is launched to the market, it creates the consumer awareness toward it product and established repeat purchase of iPhone when there is the latest version of iPhone is launched in the market. The disadvantages of being a first mover are: The disadvantages that may bring to first mover is the free riding by later entrance in the area of technology, employee training, infrastructure development and buyer education (Lieberman and Montgomery, 1987). For the first mover firm, they might be needed to invest a lot of capital into the product and develop a number of research and development toward the product their want to launch. While for the late entrants, they would like to imitate the first movers product since the research and development process is costly than imitation. Besides that, follower may also hire the staff from the first movers firm to prevent the heavy training cost (Lieberman and Montgomery, 1987). For example of infrastructure development, Sony have to spending their time and money for first launched the VCR product in the US market because they need to pursue lawsuit to allow consumer in have the right to record TV programmes for their own use (Lieberman and Montgomery, 1987). First mover in the market may be face the disadvantages of apply incorrect marketing strategies or technology (Lieberman and Montgomery, 1987) for their product. First mover firm in order to maintain their market leader position and dominate in the industry, the firm have to forecast the technology development and customer demand precisely (Lieberman and Montgomery, 1987). The risk of the firm being failed in the industry may increase when the firm was wrongly anticipated the market and process of technology development. The British Air Corporation has introduced the first commercial-jet -the DeHaviland Comet was failed when there is a mistake in the design. While Boeing has dominated the global aircraft industry after the failure of British Air Corporation by comes up with a superior design in the form 707 (Lieberman and Montgomery, 1987). In addition, first mover may need to invest a huge amount of money and time into the development of their product. First mover may face a number of failures when in the product development stage while late entrant does not need to pass through this process. Late entrant may not need to invest such a huge amount in their product development because they may copy the first movers product, marketing strategies and technology used to develop the product. Besides that, first mover may also face the problem of market uncertainty and demand uncertainty. As the first mover firm, they need to clearly clarify the market uncertainty and demand uncertainty since these two factors may lead to the failure of the product. The firms need to exactly understand what the customer really need and produce the product that can meet the customers need exactly. The firms also need to understand the market trend and produce the product that mostly suit to the market so that the firm will not failed although they was the first mover.

Role of Firms in Science and Technology | Essay

Role of Firms in Science and Technology | Essay What roles do firms play in the generation and diffusion of new scientific and technological knowledge? Illustrate your answer by reference to one or more example. Introduction: The differences in the types of organisations, their structures, their goals and perspectives, and the way they recognise and face challenges can breed a lot of opportunities and avenues for producing and distributing new information to the world. Technology and science has made wonders for almost everyone living in this planet. It has changed the way we live. It has also introduced new sets of problems and issues which must be strategically addressed. Firms are already in the forefront of responding to changes and challenges in their environment. They respond to these challenges through strategies that make use of support systems like technology and scientific research. Today’s business and social transactions are being supported more and more by technological and scientific innovations and strategies. Knowledge of advanced technologies in the different sciences and frontiers has largely advanced most careers and business prospects. According to Dorf (2001, p. 39), [1] the purpose of a business firm is to create value for all of its stakeholders. As the firm tries to create new wealth for its shareholders, valuable products and services for its customers, it is already in the process of generating and distributing new sets of information. This includes the generation of new scientific and technological knowledge which would eventually be adopted by the society and other businesses as well. A firm then leads its market through effective technical and scientific innovation, sound business management of resources, and a solid technological strategy for the success of its business. Improved technology and increased scientific knowledge will help increase food production, efficient management of resources, allow faster access to relevant and mission critical information, and enhanced business competitiveness. Technology has the most potential to deliver business sustainability and viability through the many opportunities for research and innovation. While it cannot be denied that firms of today have a very definite and pivotal role to play in the generation of scientific and technological knowledge, much of their contribution center on how they formulate strategies to introduce new knowledge into their business functions. Technology has been known to support a lot of business and decision making processes. Technology strategy should be considered a vital part of any strategic planning. Incorporating high-end technology without careful considerations of other organisational issues is a sure formula for failure. The growth of technology presented managers with a complex variety of alternatives. Many executives and managers are using the advent of technology as an opportunity to reconsider their business operations (Irving and Higgins, 1991).[2] Many still feel that technology and any available scientific knowledge can solve a lot of organisational problems. Unfortunately, other executives see technology as a panacea for various organisational ills. Sometimes, the introduction of technology may increase organisational and societal problems. Firms have a definite role when it comes to the way technology and scientific knowledge is generated and distributed. With their technological and scientific knowledge at hand, they can be technology enhancers, identifiers of new markets, sources of customer exploration, and a gateway for information interchange. However, powerful technologies and scientific knowledge can have the potential for great harm or great good to mankind (O’Brien, 2001).[3] Competition in the business environment has led to a lot of advanced technological and scientific research and development. Investment in a lot of monetary and manpower resources has increased the need for firms to compete with each other in the introduction of new technologies which may alter the political, economic, and social landscape. Gene Amdahl was interested in starting a new computer firm to compete with International Business Machines (Goodman and Lawless p. 66).[4] He understood quite clearly that he needed a new technological design, a service and support system, and a good library software. He chose to design his computer to be IBM-compatible. Regardless of the technological wonders he designed into his new computer, it would operate all the existing IBM software. This strategy has greatly enhanced his customers’ access to new IBM technologies as well as his own. While his company has tailored itself from another company’s technology, it was able to create and generate a new set of ideas which not only enhanced his company’s image but IBM’s as well. High technology firms who generate a lot of technological and scientific knowledge have been able to identify new markets in the fields of computers, biotechnology, genetic engineering, robotics, and other markets. These firms depend heavily on advanced scientific and engineering knowledge. Michael Dell, for example, started building personal computers in his University of Texas dorm room at age 19 (Ferrell and Hirt, 1996).[5] His innovative ideas and prototyping techniques have made Dell Computer one of the leading PC companies in the world with sales of $2.9 billion. Because of his company’s capacity to use technology to perform decision-making and focus on new customer demands and tastes, he was able to identify strategic markets for his PC Company all around the world in different contexts. When he shifted to new markets, other industry players followed. These industry players created another set of opportunities to explore other means. Through the early 1990s, Dell sold directly to the consumer through its toll-free telephone line (Schneider and Perry, 1990).[6] Eventually, it expanded its sales to the Internet and has logged a significant percentage of its overall sales from the Internet. This strategy has lowered overhead for the company. The web site is a significant part of Dell’s strategy for moving into the new millenium. Company officials predict that within the next few years, more than half of their sales will be from the web. Supporting such a booming online sales are a robust infrastructure of communication devices and networks, Dell servers, and electronic commerce software from Microsoft. Just as with the globalisation of markets, changes due to advances in technology is not new to business marketing. Yet, technology change is expected to create new ways of marketing that haven’t existed (Dwyer and Tanner, 1999).[7] Du Pont, for example has developed a Rapid Market Assessment technology that enables the company to determine if a market, usually a country or region previously not served) warrants development (Bob, 1996).[8] The result of the analysis is a customer-focused understanding of the foreign market, independent of the level of economic development of that country or region. Technology is changing the nature of business-customer interaction. If applied well, benefits increase to both parties. In the area of retail marketing for example, technology can be used to enhance interaction between retailers and customers. Point-of-sale scanning equipment is widely utilized by supermarkets, department stores, specialty stores, membership clubs, and others-hundreds of thousands of firms in all. Retailers can quickly complete customer transactions, amass sales data, reduce costs, and adjust inventory figures (Berman and Evans, 1998).[9] At some restaurants, when dinner is over, the waiter brings the check-and a sleek box that opens like the check presentation folder used by many restaurants revealing buttons and a miniscreen. The waiter brings it over and disappears discreetly. Following instructions on the screen, you verify the tab, select the payment type (credit card or ATM card), insert the card into a slot, and enter your personal identification number of PIN. You can then enter a tip-a specific amount or, if you want the device to figure the tip, a percentage. Completing the transaction triggers a blinking light. This summons the waiter who then removes the device and the receipt is printed on ano ther terminal (Berman and Evans, 1998).[10] In this manner, the restaurant, as a firm was able to innovate on new ways to make customers make further exploration and application of this new mechanism. This in turn introduced another set of mechanisms for making billing charges to customers in another business setting (like electricity and water bills). With this illustration, innovation on a new technology can be of great help to different industry players. With signature capture, shoppers sign their names right on a computer screen. At Sears, the cardholder uses a special pen to sign a paper receipt-which becomes the cardholder copy-on top of a pressure-sensitive pad that captures the signature, stores it, and displays it on the checkout terminal screen so a clerk can compare it with the one on the back of the credit card. Sears has a brochure explaining the procedure is entirely voluntary and electronic signatures are not stored separately and can be printed only along with the entire sales receipt. Again, innovation centered on how customers can be better served has generated a whole new set of ideas for other firms to research on. Gateway for Information Interchange The web or the Internet has generated a lot of research interests nowadays. People rely on the web for retrieving and sending information. It’s being used for almost all sorts of business and personal transactions like in the area of learning and commerce. Stanford University Library’s HighWire Press began in early 1995with the online production of the weekly Journal of Biological Chemistry (JBC). By March 2001, it was producing 240 online journals giving access to 237,711 articles (Chowdhury and Chowdhury, 2001).[11] The journals focus on science, technology, medicine and other scientific fields. HighWire’s strategy of online publishing of scholarly journals is not simply to mount electronic images of printed pages; rather by adding links among authors, articles and citations, advanced searching techniques, high-resolution images and multimedia, and interactivity, the electronic versions provided added dimensions to the information being provided in printed jour nals. The dimensions allowed readers boundless opportunities to follow up what they have initially started. The role of firms here has been magnified quite a bit. Technical and scientific information can be distributed at the least possible time possible and in as many people as possible. In another setting, consider the tremendous savings now those millions of Internet users are able to work from home – or at least, dial into the office more than drive there. Many offices are using the Internet to save office space, materials, and transportation costs. Using email and other electronic documents also saves energy, by saving paper. People who are online are able to explore most of the advantage technology and science has to offer them. It gives them the power to filter out what is and what is not useful. Newspapers are also going online. Arguably, of all the technologies, telecommunications, and the Internet, along with a renewable energy, has the most potential to deliver sustainability and the vision of integrated optical communication networks, is compelling enough for people to understand the underlying role that technology firms play in today’s technology-based society. Computer networks and the Internet have largely been the biggest technological br eakthroughs made throughout the century. And the possibilities are even growing bigger for firms to do more to leverage its use. Conclusion: Firms play a very important role in the generation of new information and their eventual diffusion into the overall structure of businesses and society as well. Firms are seen as responsible generators of new ideas which not only help them attain competitive advantage over their rivals but also are also unconsciously improving the lives of people from different places around the globe. Competing firms explore different technical and scientific innovations which match their business strategy especially in a globalised business setting. The rate at which firms do research and development has spawned the need for further collaboration and cooperation even among their competitors in order to protect their strategic advantage. The introduction of technological and scientific standards has helped guide the introduction of new knowledge to definite direction to take. Firms also serve as a window to a lot more opportunities for information exchange and interaction between customers and even their competitors. The Internet has been the biggest contributor to the generation, infusion, and distribution of knowledge. It has also provided a lot of opportunities for firms to invest their time and resources in order to facilitate easier access to their products and services. It has also created a new set of commerce and learning methods which allowed more and more people to get involved even if time and distances presented challenges. The driving force behind all of these innovations is change. Without it, firms will not be motivated to introduce new sets of ideas and distributed them. Knowledge is empowerment. Acquiring technical and scientific knowledge through the initiatives of different organizations not only increases further competition but also improves the different political, social, and economic dimensions of society. The generation and diffusion of scientific and technological knowledge will not be possible if firms are not aware of the changes that are constantly shaping their business landscape. Today’s challenges is not on how technological and scientific information can be generated and distributed. It is more on using this knowledge on the right place and at the right time. Bibliography Books Berman, B and Evans, J (1998), Retail Management: A Strategic Approach, Prentice  Hall, New Jersey. Bob, Donarth (1996), Global Marketing Management: New Challenges Reshape  Worldwide Competition. Chowdhury, G and Chowdhury, S (2001), Information Sources and Searching on the  World Wide Web, Library Association Publishing, London. Dorf, Richard (2001), Technology, Humans, and Society: Towards A Sustainable World,  Academic Press, San Diego, California. Dwyer, F and Tanner, J (1999), Business Marketing: Connecting Strategy, Relationships,  and Learning, Mc-Graw Hill, Singapore. Ferrell O and Hirt, G (1996), Business: A Changing World, 2nd edn, Times New Mirror  Higher Education. Goodman, R and Lawless, M (1994), Technology and Strategy: Conceptual Models and  Diagnostics, Oxford University Press, New York. Irving, R and Higgins, C (1991), Office Information Systems: Management Issues and  Methods, John Wiley and Sons, Ontario. O’Brien, James (2001), Introduction to Information Systems: Essentials for the  Internetworked E-Business, McGraw-Hill, Singapore. Schneider, G Perry, J (1990), Electronic Commerce, Thomson Learning, Singapore. Footnotes [1] Dorf, Richard (2001), Technology, Humans, and Society: Towards A Sustainable World, Academic Press, San Diego, California. [2] Irving, R and Higgins, C (1991), Office Information Systems: Management Issues and Methods, John Wiley and Sons, Ontario. [3] O’Brien, James (2001), Introduction to Information Systems: Essentials for the Internetworked E-Business, McGraw-Hill, Singapore. [4] Goodman, R and Lawless, M (1994), Technology and Strategy: Conceptual Models and Diagnostics, Oxford University Press, New York. [5] Ferrell O and Hirt, G (1996), Business: A Changing World, 2nd edn, Times New Mirror Higher Education. [6] Schneider, G Perry, J (1990), Electronic Commerce, Thomson Learning, Singapore. [7] Dwyer, F and Tanner, J (1999), Business Marketing: Connecting Strategy, Relationships, and Learning, Mc-Graw Hill, Singapore. [8] Bob, Donarth (1996), Global Marketing Management: New Challenges Reshape Worldwide Competition. [9] Berman, B and Evans, J (1998), Retail Management: A Strategic Approach, Prentice Hall, New Jersey. [10] Berman and Evans. [11] Chowdhury, G and Chowdhury, S (2001), Information Sources and Searching on the World Wide Web, Library Association Publishing, London.

Sung Ohm, Instructor :: Essays Papers

Sung Ohm, Instructor Purpose The documented researched essay allows you to understand the fundamentals of an academic conversation. In many respects, this essay is your entry into the conventions, methods, and rhetoric of an academic dialog. Participating in this conversation means that you will have to look carefully at the various positions academics and other experts take on a particular subject matter—especially when they differ from your own. You will need to negotiate and analyze the various arguments and eventually formulate your own stance. However, this must be a critically and ethically informed position—one that is substantiated by credible evidence. In order to successfully determine what a credible position is, you will need to rely on your rhetorical analysis skills. Not only will you analyze your sources ethos, pathos, and logos, but you will also analyze the persuasive nature of your own paper. You will need to make logically sound arguments—one that speaks to others who ar e in the same academic conversation and that seeks to persuade them responsibly. Research is essential in academics. A well-researched paper creates new knowledge—one of the basic premises of a university such as ours. A well-constructed and well-researched essay reveals that the writer has become an authority on a particular topic. To become an authority, you will determine and rely on the experts in the field so your readers can see that you have a well-informed and critical perspective. The Assignment For this assignment, you will research an issue that we have discussed in class. You will write and rewrite an out-of-class essay that uses your research to develop an argument on your topic. To help you research this essay, you will be required to write a short research proposal that draws upon your readings in this and other courses and an annotated bibliography. Proposal: The proposal is a way for you to begin the research process as well as a way for you to articulate your own interests in this project. In other words, the proposal allows you to create or negotiate the assignment according to your own interests. You may want to begin by asking critical questions that may lead you to refine your topic even more. Remember this essay is relatively short for a research paper so a more focused topic will serve you better. I strongly encourage you to ask questions rather than state a position at this point.

Part-time Employment Undermines Students Commitment to School :: Summary Response Working School Essays

Part-time Employment Undermines Students Commitment to School by Laurence Steinberg   Ã‚  Ã‚  Ã‚  Ã‚  Summary: In the essay, â€Å"Part-time Employment Undermines a Student’s Commitment to School† by Laurence Steinberg, it explains how studies show that teenagers that work while attending school are more likely to loose their commitment to school. Steinberg tells the effects on students when they work more than twenty hours a week. His theory was that students are more susceptible to losing their interest in school, while working. They may have to work in the evening time, which can interfere with homework, sleep and diet. Steinberg also elaborated on how these students that work receive money that can make school seem less desirable. Also because they do receive money, they can use their extra money to become associated with drugs and alcohol.   Ã‚  Ã‚  Ã‚  Ã‚  Steinberg’s review of this subject shows the affects of what can happen if adolescents work while going to school and how this can engage them in drugs and have less engagement in school and other related activities.   Ã‚  Ã‚  Ã‚  Ã‚  Response: I agree with Steinberg that working affects adolescents that are going to school. I believe that teenagers should concentrate on their studies and not become overwhelmed with the added stress of work. There is plenty of time for them to learn the â€Å"real world† of working, so why not let them be kids and have them worry about their homework and after school chores, rather than trying to make the almighty dollar.   Ã‚  Ã‚  Ã‚  Ã‚  I like the way Steinberg explains how a simple job can lead to so much more. Parents do not always realize that yes, it is good for a teenager to learn responsibility, but getting a job at that age is not always the right thing to do. Each child is different some may be able to handle it, but most can not. This study shows the effects of how good students can change by working and going to school and how students that already have lost interest in school can loose even more interest and even drop out completely.

Ishmael, the Sacrifice of Abraham :: Islam History Religion Religious Papers

Ishmael, the Sacrifice of Abraham Introduction The tragedy of strained relations between Islamic and Judeo-Christian countries is a part of everyday life. One need only pick up a newspaper or check the news story of the day via television, radio, or internet to learn of the latest violent attack by a suicide bomber or military retaliation on such an attack. The terrorist attacks have been perpetrated by countries that are predominantly Islamic with the counter attacks coming from a well-armed Israel, supported by US arms sales as well as US silence. Arecent CNN talk show byline queried, â€Å"Are we at war with Islam?† One does sometimes wonder. Israel has long held a policy of counter attack to deal with terrorists harbored by governments of neighboring countries. Following 9/11, the United States government adopted this policy. As part of this new policy the US military went after terrorists in Afghanistan and destroyed the country’s infrastructure as well as innocent civilians in the process. In early 2003, Iraq was attacked for the same reasons, with the same resulting damage. Terrorism directed against Iraqis and Coalition forces as well as military retaliation by Coalition forces continues to make the headlines in occupied Iraq. The cycle of violence continues. To say the cause of political friction in the Middle East is due to religious differences is too simplistic as well as unduly inflammatory. Other things come into play, such as protection of US interests involving energy production, and even control of the water supply by Israel and its neighboring countries. However, to say the violence has nothing to do with religious differences denies the past 4,000 years of history. Judaism, Christianity, and Islam, three of the world’s great religions, have their roots as well their â€Å"holiest places† in the Middle East. All three religions revere Abraham as a common ancestor. Yet all three have had bloody interchanges throughout history. How and why did Abraham’s children become such a dysfunctional family? Where is God in this â€Å"family feud?† Finding answers to these theological questions that could help provide a peaceful future are important for all. Conflicts surrounding this â€Å"family of God† involve more people and places than were involved even 50 years ago. For example, currently there are more Muslims living in the United States than Methodists (Geisler and Saleeb, 2001).1 The Story of Ishmael One must wonder what event or events provided such fertile ground for violence and bad feelings to thrive?

Science Processes

Module 1 Science Processes Scientific ProcessDefinitionScience Activity ObservingThe process of gathering information using all appropriate senses instruments that extend the senses. Collecting data on classmates, students walk around the classroom and make observations about eye and hair color of their classmates. ClassifyingGrouping objects or organisms according to one or more common properties. Classifying plants by features of plant life. CommunicatingRecord observations in multiple ways and present them to others.Students can record the data found in their observation activity and communicate the eye and hair colors they observed in the classroom. MeasuringMeasure variables using a variety of instruments and standard and nonstandard units. Give students various measuring tools and ask them to measure various things in the classroom. PredictingMake a projection of what the outcome of an investigation will be using data and patterns. Prediction worksheet: look at the pictures on the left side, draw a picture and write about what you predict will happen next.InferringDescribing a potential conclusion based on observation and prior knowledge. Science Mystery Bags: Students are asked to use sense of smell, hearing, and touch to infer what is in each mystery bag. Identifying & Controlling VariablesRecognizing a system’s variables and manipulating the variables to control the system’s outcome. Bread Mold Activity: Students will identify and control the variables that cause bread mold. Formulating & Testing Hypotheses Make a statement to guide and investigation.Test that statement for its truth. Formulate hypotheses for what conditions cause the bread to mold, and then test the hypotheses to see if they are correct. Interpreting DataRecognize patterns and associations within a system of data. Using scientific graphs to share data, as well as understand data represented in graph form. Defining OperationallyCreating a definition by describing an inter action or observation. How can you tell if plants are healthy? Students will define plant health in effective terms. ExperimentingScientific procedure used to test a hypothesis, make a discovery, or determine something. Students can take part in an experiment to see if they can balance eggs using salt. Constructing ModelsBuilding models to represent a mental, verbal, or physical idea or object. Students could participate in a physical science project where they are asked to make a water reservoir. In the chart above defining the twelve scientific processes, I included definitions of each as well as a science activity that students could participate in to support each process.These processes support inquiry learning, because they provide students with the opportunity to use problem solving skills, critical thinking skills, and logical thinking skills all at once. Students are encouraged to apply their prior knowledge to their new problem, experiment, or questions, which incorporates what they are currently learning with earlier experiences. Inquiry learning in science gives students control of their investigation and enhances their interest in the subject. Inquiry learning involves all learning strategies, including but not limited to verbal, written, and hands-on activities.When students are actively engaged in the learning process they are more likely to stay attentive, which allows them to not only gain information, but also helps in retaining that knowledge and understanding. The teacher’s attitude toward science has a major impact on students and how they view science. In order for teachers to get students interested and involved, they must have a positive and inspiring outlook on the subject. When students see and feel that their teacher is excited about a subject and that he or she wants to share their experience, students are more likely to fully engage in learning.Teachers should share their knowledge by motivating students to want to learn scie nce, and getting them excited about learning by introducing science through observation activities and experiments. Students need to see that their teacher is enthusiastic about science, and that science is a learning process that can be fun and enjoyable for the entire class! Lesson Plan: Objectives Students will †¢work in groups to build catapults out of everyday objects (Constructing Models); and †¢Demonstrate their understanding of motion and forces by using the catapults to launch objects. Communicating) Materials †¢Motion, Forces, Energy, and Electric Current video and VCR or DVD and DVD player †¢Pictures of catapults †¢Computer with Internet access (optional) †¢Cardboard shoe box (1 for each catapult) †¢Rubber bands (4 for each catapult) †¢Popsicle sticks (2 for each catapult) †¢Masking tape (one 6-inch piece for each catapult) †¢Plastic spoon (1 for each catapult) †¢Rulers (1 per student group) †¢Scissors (1 per stu dent group) †¢Marshmallows (2 per group) †¢Masking tape (for launching competition) †¢Object of your choice to serve as a target Procedures . Begin the lesson by discussing motion and energy. Ask students: How do objects move? How do we calculate motion? What is acceleration? What is speed? What are some of the forces that act upon objects in motion? (Observing, Predicting, and Defining Operationally). A good way to introduce this information is to view portions of the Motion, Forces, Energy, and Electric Current video. 2. Tell students they are going to work in groups to create catapults out of everyday objects. Explain that catapults were often used as weapons of war during the Middle Ages.Show students some pictures of catapults and discuss how they work, making sure that students understand catapult designs and uses. (Classifying). A good animated illustration of a catapult can be found at http://en. bestpicturesof. com/pictures%20of%20how%20to%20make%20a%20catapu lt 3. Tell students that after building their catapults, they will compete to see whose catapult can fling a marshmallow the farthest and whose catapult can fling an object closest to a target. (Experiment). 4. Divide students into groups of five, and give each group the supplies they will need to make heir catapults (see materials list) as well as any other objects you wish to provide. Tell the groups that they can design their catapults however they please, but they can use only the materials you have provided-nothing extra. Give students time to design and build their catapults, and ask them to name their team. (Constructing Models, Identifying and Controlling Variables). 5. Once students have completed their catapults, clear an area in the classroom that can be used for the launching competition. Using masking tape, mark a starting line.Place the target object about 10 feet in front of the line. 6. One at a time, have the student teams place their catapults on the line and fling a marshmallow at the target-their goal is to hit the target. Mark where each team's marshmallow landed with a piece of masking tape that has been labeled with the team's name. 7. As a class, determine which team was the most successful in accurately hitting (or coming the closest to hitting) the target with its marshmallow. Talk about the design of the winning catapults. Why did this design work the best? Formulating and Testing hypotheses, Interpreting Data, Measuring, Communicating). 8. Have students again place their catapults on the starting line and fire a second marshmallow — their goal, this time, is to achieve the greatest distance. Again, mark where each marshmallow lands with a piece of labeled masking tape. Once all the catapults have been fired have students measure the distance from the starting line to where their marshmallow landed. (Measuring). 9. As a class, determine which catapult was able to launch a marshmallow the greatest distance.Ask students: Why did this catapult work best? What element(s) of its design do you think helped propel the marshmallow farther than the others? (Interpreting Data, Defining Operationally). 10. Have each student write a paragraph that answers the following questions. †¢What was your group attempting to achieve with its catapult design? †¢How did the catapult set the marshmallow in motion? †¢Which challenge did your catapult meet best, accuracy or distance? †¢What could you have done to make the catapult better? †¢What helped the catapult work as well as it did? What did this activity teach you about motion and forces? 11. Ask for volunteers to share their answers with the class. Discuss students' answers and the forces that work on objects in motion. Evaluation Use the following three-point rubric to evaluate students' work during this lesson. †¢Three points: Students actively participated in class discussions; worked cooperatively in their teams; successfully created a tea m catapult; actively participated in the catapult launch; wrote a thoughtful paragraph that answered all six questions. Two points: Students somewhat participated in class discussions; worked somewhat cooperatively in their teams; needed help to complete their catapult; did not actively participate in the catapult launch; wrote an incomplete paragraph that answered only three or four of the six questions. †¢One point: Students somewhat participated in class discussions; were unable to use catapult materials without teacher guidance; created unfinished catapults; did not actively participate in the catapult launch; wrote an incomplete paragraph that answered only one or two of the questions.Credits Tamar Burris, former elementary teacher and freelance education writer References Bass, Joel E. , Contant, Terry L. , & Carin, Arthur A. (2009). Teaching Science as Inquiry, 11th Edition. Pearson Education, Inc. Boston, MA. Burris, Tamar. (2012). Discovery Education. Lesson Plan Libra ry: Motion, Forces, Energy, & Electricity. Retrieved on September 28, 2012, from http://www. discoveryeducation. com/ teachers/free-lesson-plans/motion-forces-energy-and-electricity. cfm.

Jung Model by Young Woon Ko Essay

This book examines Carl Gustav Jung’s (1875-1961) theory of synchronicity and discusses the problem of philosophical sources and Yijing (the Book of Changes) that he brings to support his synchronistic principle. By way of the notion of synchronicity, Jung presents the significance of some human experience as unexplainable within the frame of scientific rationality and causality based on logical consistency. Jung asserts that in the phenomenon of synchronicity is a meaningful parallel between an outer event and an inner psychic situation causally unrelated to each other. Jung’s notion of synchronicity is a condensed form of his archetypal psychology, in which the preconceived pattern or the unconsciousness of the human psyche manifests itself. The synchronic event is a phenomenon developed in the unconscious depth of the mind, which is paradoxically made evident within the limit of the conscious mind. Jung theorizes that these ambiguous contents of the unconscious are difficult to be grasped in the conscious mind, because they cannot be verified simply as true or false. For the theory of synchronicity, Jung seeks to verify that paradoxical propositions can be both true and false or neither true nor false in a complementary relation between the opposites of the conscious and the unconscious. Jung argues that synchronistic phenomena are not the issue of true or false performed by the logical certainty of conscious activity but rather are events formed in the process of the unconscious in response to ego-consciousness. In order to  examine the validity of his principle of synchronicity, Jung appeals to the philosophical systems of Gottfried Wilhelm Leibniz (16461716), Immanuel Kant (1742-1804), and Arthur Schopenhauer (17881860). For Jung, these philosophical sources of synchronicity support his criticism of the absolute validity of scientific rationality in which all obscure and paradoxical statements are eliminated in logical reasoning, and they clearly indicate the limitation of human knowledge based on scientific causality and logical reasoning. In contrast to the NewtonianCartesian mechanical model, which pursues the absolute knowledge of objective reality by way of which the subject-object and the mind-body dichotomy is formed, Jung’s model of synchronicity posits an interrelationship between these contrasting poles. viii Introduction However, it is important to point out that in his development of his synchronistic principle, Jung adapts his reading sources sporadically so that some of his arguments become procrustean. In Kant’s critical philosophy above all does Jung’s philosophical source for sustaining his archetypal psychology and synchronicity culminate. Jung advocates for the spaceless and timeless outside human reason and sensory perception, as described in Kantian epistemology, as a source for the theory of synchronicity. Kant draws the border for the limits of human reason within space and time and develops the notion of the thing-in-itself as the spaceless and timeless beyond human knowledge, the noumenon. He solves the problems of any antinomy or paradox emerging in human perception and experience in phenomenon by returning to the logical of Aristotle (384-322 BCE), in which antithetical propositions are demarcated by the contrast of true and false. Although Kant’s notion of noumenon can support the principle of synchronicity, which is not grasped in sensate empirical data, Kant focuses on the limits of human knowledge and experience, so that he constructs no proposition about noumenon. In this fashion Kant’s noumenon distinguishes itself from Jung’s principle of synchronicity constructed by the balance of paradoxical elements. For Jung, the issue of the empirical phenomenal world is the main factor for his analytical psychology based on experiential data and facts. It is in his culling of discrepant views from his philosophical sources for supporting his theory of synchronicity that Jung has difficulty in maintaining a consistent meaning of the phenomenon of synchronicity. I examine Jung’s method of validity and his philosophy of science, which bring other philosophical and psychological concepts to support his principle of synchronicity, particularly Plato’s (427-347 BCE) idea of form, Leibniz’s monadology, Kant’s thing-in-itself, Schopenhauer’s notion of will, Sigmund Freud’s (1856-1939) dream interpretation, and Wolfgang Pauli’s (1900-1958) theory of modern physics. I explore how those reading sources verify Jung’s synchronistic principle and also point out their differences from Jung’s discussion of synchronicity. The purpose of citing the similarities and differences between Jung’s synchronicity and his reading sources is to clarify how Jung attempts to set his distinctive claim for synchronicity form his partial adaptation. Jung’s synchronistic principle can be understood within a dynamic structure of time, which includes the past, the present, and the future. Given this view of time, Edmund Husserl’s (1859-1938) phenomenological method of time-consciousness becomes a key for understanding the time structure of Jung’s synchronicity. Jung’s view of time that is developed in the synchronistic principle can be clarified by way of phenomenological Jung on Synchronicity and Yijing: A Critical Approach ix time-consciousness, which is not the issue of time-in-itself but that of â€Å"lived experiences of time. † Husserl opposes the dualistic distinction between the phenomenon and thing-in-itself. To put it another way, he rejects the Kantian boundary of human knowledge by which one does not continue to practice one’s intentional activity to the given object but ascribes the object itself to the unknowable. For Husserl, all that is meaningful can be knowable to our intuition. The dichotomy of thing-initself and thing-as-it-appears (noumenon-phenomenon) is an illegitimate concession to dualistic metaphysics. In other words, thing-in-itself can result from the activity of human imaginative intuition in Husserl’s phenomenology. The reason for opposing such dualism is closely related to the perceptive mode in the phenomenological method in which the present is not the atomic present but the present draws on the past and the future. This unified whole of time does not correspond to the timeless in the view of thing-in-itself. Unlike Kant’s way based on the rationalist tradition in the subject-object distinction, Husserl’s phenomenology, based on experience and intuition in the duration of time, can collaborate with Jung’s view of time. The synchronistic moment that Jung presents is the phenomenon always involved in subjective experience and intuition, which are developed in the duration of time. The synchronistic phenomenon is not transcendent or the objective flowing of time-in-itself regardless of our subjective experience. Finally, I examine Jung’s discussion of Yijing, one of the primary classics in the Chinese traditions, for his theory of synchronicity. I discuss the distinction between the two by pointing out the perspective of Yijing uncovered from Jung’s partial understanding. Then I explore how the organic model of Yijing can supplement Jung’s theory of the synchronistic relation between the psyche and the physical event by looking to the process of change in the development of time. Through his reading of Yijing, I also discuss Jung’s notion of the divine developed in the synchronistic principle. Jung regards the images of yin-yang interaction developed in the text of Yijing as the readable archetype and the symbolic language of Yijing as driven from the archetypes of the unconscious. Yijing specifies the phenomena of changes that our ego-consciousness cannot grasp. In this fashion, within the text of Yijing is the principle of synchronicity by way of archetypal representation, which is prior to ego-consciousness. By focusing on a method of oracularity, Jung maintains that the hexagrams of yin and yang attained by the odd and even numbers formed by dividing the x Introduction forty-nine yarrow stalks or throwing three coins down together display the synchronistic relation between the participant’s psychic world and the physical world. This method of Yijing is conducted by emptying the egoconsciousness and drawing upon the dimension of the unconscious via archetypal representation. An encounter with a wider horizon of the mind can be explained as the process of self-cultivation in the East Asian tradition. Jung articulates this process as the process of individuation, or self-realization through the realization of a balance between the conscious and the unconscious. According to Jung, the phenomenon of synchronicity refers to the close connection between the archetypal vision of the unconscious and the physical event. Such a connection is not simple chance but rather is a meaningful coincidence. In particular, Jung’s psychological interpretation of the divine clarifies the religious significance of the relationship between the human mind and the supreme ultimate developed in the Yijing context. Jung examines the human experience of God in the inseparable relation between the divine and the human unconscious. Jung’s discussion of the divine is developed by examining the archetypal process of the unconscious shown in the experience of synchronicity. The human experience of God, as an unconscious compensation in response to ego-consciousness, is the religious and theological motif that Jung brings into his discussion of synchronicity and archetype. That is, Jung’s notion of the religious self is derived from the experience of self-transformation, which is performed through the archetypal representation of the divine. In this sense divine nature is always known and constructed in-and-through the human mind. From Jung’s perspective, God is God-within-the-human mind. Yet, Jung’s argument concerning God is different from the idea that God is the result of individual psychic phenomenon. Jung relates God to his notion of the collective unconscious of the human mind, which is beyond the personal dimension of the mind. Jung defines the divine character in relation to the universal and collective dimension of the human mind. The definition of the Supreme Ultimate in the Yijing tradition has been often identified with non-religious form in the absence of divine character and transcendent reality. However, the concept of the Supreme Ultimate cannot be attributed simply to the non-religious tradition in terms of Jung’s interpretation of God experienced through the human mind of the unconscious. According to Jung the image of God through the unconscious represents the wholeness encompassing the contrasting poles of good and evil in their compensatory relationship. This can be an analogical model for developing the divine and religious image of the Jung on Synchronicity and Yijing: A Critical Approach xi Supreme Ultimate in the Yijing tradition, which represents the balance of the opposites through the yin-yang interactive process. Yet, it is in his culling of discrepant views from his sources for supporting the theory of synchronicity that Jung has difficulty in maintaining a consistent meaning of the phenomenon of synchronicity. Jung’s concept of archetype as the a priori form of the human mind, which is the basis of synchronicity, shows a clear distinction from the central theme of Yijing as the principle of change and creativity in time and the empirical world. This distinction well represents the distinction between Jung in the Platonic and Kantian Western tradition and Yijing in the East Asian tradition in which ultimate principle is constructed in the dynamic process of the empirical world rather than the a priori. In this sense Jung’s points of view about Yijing are formed through his theory of synchronicity rather than through actual usage of or an immersion into the Yijing cultural system. Jung’s application of Yijing into his argument of the timeless with his notion of archetype exhibits a theory-laden observation. This observation articulates his difference from the Yijing tradition based on the principle of change that posits great value to the time-factor of the phenomenal world. Jung’s phenomenon of synchronicity ascribed to the representation of the archetype as a priori form can be seen as reductive in terms of Yijing, which posits the sources of various empirical data in the concrete phenomenon of change in the world. Also, Jung’s explanation of archetype itself has difficulty, consistent with his partial application of Kantian noumenon. While Jung argues the archetype as a priori form unknown to the empirical world, he also brings it into the synchronistic event, which Jung regards as an empirical phenomenon. In this regard the relation between ultimate principle and the empirical world developed in the Yijing tradition can intensify Jung’s attempt to draw the pattern of the archetype into the phenomenal world. To put it another way,  ultimate principle or pattern formed in the interaction of human mind and nature in Yijing can become a model for the meaningful relation between the mind and nature that Jung argues in phenomena of synchronicity. Given this model of Yijing, Jung’s a-causal connecting principle and archetypal representation can be understood in a pattern constructed within the principle of change and creativity in the dynamic structure of time rather than from the point of view of a transcendent absolute form of knowledge beyond human experience. CHAPTER ONE JUNG’S ARCHETYPAL STRUCTURE OF THE PSYCHE AND THE PRINCIPLE OF SYNCHRONICITY In this chapter I introduce the principle of synchronicity in relation to the notion of the collective unconscious and explain how Jung identifies the synchronistic phenomena with an unconscious process of the human mind. The Collective Unconscious, Instinct and Archetype, and Archetypal Images for the Theory of Synchronicity Jung’s project on synchronicity as a meaningful coincidence dates from 1925 to 1939 during which he opened a series of seminars at the Psychological Club in Zurich. 1 It is from this period that his theory of synchronicity becomes a major part of his analytical psychology, even though he only first publishes his essay On Synchronicity in 1951 and then revises it in 1952 with the name Synchronicity: An Acausal Connecting Principle. With the notion of synchronicity, Jung attempts to show the archetypal process of the human psyche, which is driven from the a-priori form or primordial image deeply rooted in human unconsciousness. Jung argues that the depth of the psyche is closely associated with an outer event through the synchronistic moment. He maintains the following in his essay on Synchronicity: If, therefore, we entertain the hypothesis that one and the same (transcendental) meaning might manifest itself simultaneously in the human psyche and in the arrangement of an external and independent event, we at once come into conflict with the convention of all scientific and epistemological views. . . . Synchronicity postulates a meaning which is a priori in relation to human consciousness and apparently exists outside man. 2 2 Chapter One Jung focuses on the non-causal dimension of the human experience irreducible to the cause-effect system of mind and nature. Jung argues that the correspondence of the inner psyche to the outer event is performed by the archetypal representation derived from the collective unconscious, which is beyond the individual self. Therefore, the synchronistic phenomenon cannot be properly described by the causal relation between mind and nature according to traditionally-Western logical reasoning. Jung’s notion of synchronicity is based on the concepts of collective unconsciousness, which is composed of instinct and archetype and the archetypal image; these elements are correlative with one another for the whole scheme of his psychology. According to Jung, collective unconsciousness refers to the deepest layer of the human psyche. It is given by birth and greatly influences one’s psyche in various ways without being recognized by one’s consciousness. Jung distinguishes this collective area of the unconscious from the personal dimension of the unconscious. The former, the â€Å"collective unconscious,† is shaped a priori and reveals universal phenomena throughout all humankind beyond time and space. The latter, based on particular experiences of individuals, refers to a dim state of the personal psyche (or memories), which have disappeared from ego-consciousness by being repressed and forgotten. Jung calls this â€Å"the personal unconscious. †3 Although â€Å"collective† and â€Å"personal† are easily distinguished in their definitions, those two words convey a complex of meanings in describing the unconscious aspects of human experience. The notion of â€Å"the unconscious† indicates an obscure phenomenon not grasped in any conscious knowledge, so that it is very difficult to be described in a linguistic manner. In other words, whether the unconscious is the personal or the collective is not clearly distinct in our psychic experience. From this meaning structure of the unconscious, Jung presents the concept of collective unconscious in an attempt to distinguish himself from Sigmund Freud and to establish his own psychological system. Jung writes the following about Freud’s description of the unconscious: In Freud’s view, as most people know, the contents of the unconscious are reducible to infantile tendencies which are repressed because of their incompatible character. Repression is a process that begins in early childhood under the moral influence of the environment and continues throughout life. By means of analysis the repressions are removed and the repressed wishes made conscious. 4 Jung’s Archetypal Structure of the Psyche and the Principle of Synchronicity 3 Thus does Jung see Freud’s notion of the unconscious including the process of repression by the ego-consciousness. In a conflict between one’s situational limitation and infantile wishes, the repressed psychic contents remain unconscious, a situation which can also bring forth various types of symptoms and neuroses in the process of one’s wishfulfillment. By regarding this Freudian notion of the unconscious as only part of what makes up the unconscious, Jung seeks to extend its meaning: According to this [Freud’s] theory, the unconscious contains only those parts of the personality which could just as well be conscious, and have been suppressed only through the process of education. Although from one point of view the infantile tendencies of the unconscious are the most conspicuous, it would nonetheless be a mistake to define or evaluate the unconscious entirely in these terms. The unconscious has still another side to it: it includes not only repressed contents, but all psychic material that lies below the threshold of consciousness. 5 Jung turns around the relation between the conscious and the unconscious through his criticism of Freud. He maintains that the realm of the unconscious does not originate in the deposit repressed from the conscious but rather the conscious sprouts from the unconscious. Of course, this turning point does not suggest Jung’s overall denial of Freud’s notion of the unconscious. Jung is greatly influenced by Freud’s psychoanalytical method and develops his major psychological concepts within the context of his discussion about Freud, who elaborated the correlation between egoconsciousness and unconsciousness in a scientific manner. Jung affirms and advances Freud’s idea that the unconscious emerges in person’s fantasy, lapse of memory, neurosis, and symptoms, the expressions of which also appear in the person’s dreams. Yet, Jung’s dissatisfaction with Freud’s method occurs at the point where Freud reduces all the sources of the unconscious to the contents of the infantile wish repressed from the conscious and focuses on those contents in terms of the instinctual drive. It is from this criticism that Jung posits the presence of the unconscious that encompasses the deeper level of the human psyche, which Jung calls the collective unconscious. The psychic contents of the collective unconscious are based upon non-sensory perceptions. Jung’s collective unconsciousness includes archaic vestiges inherited from ancestral experiences and thus directly unknown to the percipient’s experience. Jung differentiates the collective from the personal unconscious as follows: 4 Chapter One The collective unconscious is a part of the psyche which can be negatively distinguished from a personal unconscious by the fact that it does not, like the latter, owe its existence to personal experience and consequently is not a personal acquisition. While the personal unconscious is made up essentially of contents which have at one time been conscious but which have disappeared from consciousness through having been forgotten or repressed, the contents of the collective unconscious have never been in consciousness, and therefore have never been individually acquired, but owe their existence exclusively to heredity. 6 Jung’s exploration of the psychical dimension outside the phenomenal world limited in time and space is based on his assumption of the collective unconscious. According to Jung, the scope of consciousness is narrow in comparison with that of unconsciousness. Human consciousness functions simply with some contents in a given situation but does not embrace the whole feature of the psyche. These contents of the collective unconscious are commonly found at a deep level of the psyche throughout all of humankind. 7 The contents of the collective unconscious, therefore, become the source of the production of mythical and religious motifs with the nonrational dimension of the human experience. Jung attempts to derive the concrete and immediate features of the psyche from the notion of the collective unconscious. From his perspective, rationality results from the process of abstract reasoning from psychic data grasped in consciousness. Jung introduces and employs the concepts of the collective unconscious in Wandlungen und Symbole der Libido in 1912 (translated as The Psychology of the Unconscious), which is later revised under the title Symbole der Wandlung in 1952 (Symbols of Transformation). According to Jung, Creative fantasy is continually engaged in producing analogies to instinctual processes in order to free the libido from sheer instinctuality by guiding it toward analogical ideas. . . . The libido has, as it were, a natural penchant: it is like water, which must have a gradient if it is to flow. The nature of these analogies is therefore a serious problem because, as we have said, they must be ideas which attract the libido. Their special character is, I believe, to be discerned in the fact that they are archetypes, that is, universal and inherited patterns which, taken together, constitute the structure of the unconscious. 8 By using the metaphor â€Å"water† for the flow of libido, Jung brings the character of perceptual direction to the psychic structure. Libido is the energy producing the psychic quality that transmits the unconscious Jung’s Archetypal Structure of the Psyche and the Principle of Synchronicity 5 contents (such as creative fantasy or imagination) into the conscious. This process of libido is not developed simply in a repetitive and quantitative pattern but in a specific way as in the direction of water-flow. Libido does not mean the phenomenon of energy that manifests simply quantitative character. As Volney Gay makes the difference between energy and libido, â€Å"it [energy] is purely quantitative and relative, not qualitative and particular. Yet libido has special negative qualities (need, displeasure, unlust) and special positive qualities (pleasure and satisfaction). †9 Libido refers to the particular character of the psyche with qualitative energy that shows one’s own inclination. Jung attempts to connect the notion of libido with archetype by indicating that the libido is not driven only by the instinctual dimension. According to Jung libido per se is deeply rooted in archetype as the a-priori form of the psyche. Archetype is the ultimate factor of the unconscious that brings the libidinal flowing into the specific form of the psyche. While instinct means behavior itself appearing in its natural process, archetype is the apriori form of instinct itself or self-recognition of instincts. 10 To put it another way, Jung maintains that archetype is a form of idea or pattern leading instinctual energy. In this definition of archetype, libido refers to the psychic process developed in archetypal structure, which links instinctual elements with a particular pattern. Both instinct and archetype for Jung are the elements comprising the collective unconscious. These two are not personally acquired but inherited factors in the structure of the unconscious. Yet, while instinct is concerned with all unconscious behavior and physiological phenomena as the basic process of human existence, archetype is defined as the phase prior to instinct. In other words, archetype is concerned with one’s own idea, perception, and intuition formed in the deep level of the unconscious. Jung supposes that the archetype is the fundamental root providing the psychic experience with a certain character in a definite fashion. The relation between archetype and instinct is as follows: We also find in the unconscious qualities that are not individually acquired but are inherited, e. g. , instincts as impulses to carry out actions from necessity, without conscious motivation. In this â€Å"deeper† stratum we also find the a priori, inborn forms of â€Å"intuition,† namely the archetypes of perception and apprehension, which are the necessary a priori determinants of all psychic processes. Just as his instincts compel man to a specifically human mode of existence, so the archetypes force his ways of perception and apprehension into specifically human patterns. The instincts and the archetypes together form the â€Å"collective unconscious. †11 6 Chapter One Thus is the relation between archetype and instinct not antagonistic but correlative in the constitution of the collective unconscious. Psychic energy such as creative fantasy and imagination should be considered the transformation of instinct in the innate form of archetype. â€Å"Both (instinct and archetype) are real, together they form a pair of opposites, which is one of the most fruitful sources of psychic energy. There is no point in driving one from the other in order to give primacy to one of them. †12 In this manner Jung accentuates the complementary relation between instinct and archetype as aspects of the collective unconscious. Whereas instinct can be known scientifically in the disciplines of physiology or neurology in relation to the body-ego,13 according to Jung, the character of archetype as the unknown reality is not grasped in our perception. Jung writes that â€Å"even if we know only one at first, and do not notice the other until much later, that does not prove that the other was not there all the time. † 14 Jung’s statement indicates that our archetypal knowledge cannot be identified with the physical world. He argues that archetype cannot be grasped by our knowledge and understanding; archetype is not known in itself but represented in different images of our life. In an attempt to distinguish the quality of archetype from instinct, Jung uses metaphors of color. The instinctual image is to be located not at the red end but at the violet end of the colour band. The dynamism of instinct is lodged as it were in the infra-red part of the spectrum, whereas the instinctual image lies in the ultra-violet part. If we remember our colour symbolism, then, as I have said, red is not such a bad match for instinct. But for spirit, as might be expected, blue would be a better match than violet. Violet is the ‘mystic’ colour, and it certainly reflects the indubitably ‘mystic’ or paradoxical quality of the archetype in a most satisfactory way. 15 The reason the color of violet as a metaphor helps to understand archetypal images is the fact that it is not at the same level as other colors but rather is the color encompassing several other colors. While â€Å"red† or â€Å"blue† refers to a distinctive color, â€Å"violet† consists of the combination of such colors, thereby becoming analogous to the paradoxical images of archetype. With reference to this quality of colors, Jung uses another metaphor, ultra-violet, to suggest the invisible portion of the spectrum beyond the color of violet, archetype itself. Just as ultra-violet shows the character of the meta-color (i. e. , color of colors), so is archetype itself the ultimate form prior to the differentiation between mind and body or spirit and instinct. Jung’s Archetypal Structure of the Psyche and the Principle of Synchronicity 7 Jung’s use of violet as a metaphor is not a perfect fit for archetypal image. Whereas archetypal image is driven from the a-priori form of our experience, violet comes from the a-posteriori form that results from the mixture of different colors. Despite this difference Jung characterizes violet as the color that receives other colors, rather than as to the name for a particular color. Violet is a compound of blue and red, although in the spectrum it is a colour in its own right. Now, it is, as it happens, rather more than just an edifying thought if we feel bound to emphasize that the archetype is more accurately characterized by violet, for, as well as being an image in its own right, it is at the same time a dynamism which makes itself felt in the numinosity and fascinating power of the archetypal image. 16 As violet appears in some combination of different colors but is not simply definable for its color itself like red or blue, so archetypal representation is expressed in diverse images of the phenomenal world but not easily grasped by our perception. In this manner, we cannot define archetype per se, which is not simply located in our perception. Archetype is represented by paradoxical features rather than clear-cut contents of a concrete notion. Because the archetype is a formative principle of instinctual power, its blue is contaminated with red: it appears to be violet, again, we could interpret the simile as an apocatastasis of instinct raised to a higher frequency, just as we could easily derived instinct from a latent (i. e. , transcendent) archetype that manifests itself on a longer wave-length. Although it can admittedly be no more than an analogy, I nevertheless feel tempted to recommend this violet image to my reader as an illustrative hint of the archetype’s affinity with its own opposite. The creative fantasy of the alchemists sought to express this abstruse secrete of nature by means of another, no less concrete symbol: the Uroboros, or tail-eating serpent. 17 Jung maintains that archetype refers to the symbolic phase of the pre-ego status, which is unknown to human consciousness. Through the example of the uroboros, Jung defines archetype as the non-differential feature and the wholistic image of the universe before the emergence of the ego. This means that archetype is not a certain stage of the ego-development but affects its whole stages. By way of this, archetype refers to the united form between individual and the collective, the psyche and the physical event, the subject and the object, the human being and nature. These opposite characters can become antagonistic in their separation by the emergence of the ego-consciousness but paradoxically united and 8 Chapter One undifferentiated in the archetype. According to Jung, the archetype itself is distinguished from archetypal representations. Like the invisible character of ultra-violet, archetype is the non-differential or â€Å"irrepresentable† form. The archetypal representations (images and ideas) mediated to us by the unconscious should not be confused with the archetype as such. They are very varied structures which all point back to one essentially â€Å"irrepresentable† basic form. The latter is characterized by certain formal elements and by certain fundamental meanings, although these can be grasped only approximately. The archetype as such is a psychoid factor that belongs, as it were, to the invisible, ultraviolet end of the psychic spectrum. It does not appear, in itself, to be capable of reaching consciousness. I venture this hypothesis because everything archetypal which is perceived by consciousness seems.