Was Macbeth A Traitor :: essays research papers

'Macbeth deserved to die because he was totally responsible for the betraying the Scottish king, Duncan, and the Scottish people';. Write an analytical essay in which you explore the forces behind Macbeth's murdering ways. Macbeth deserved to die for betraying the Scottish king, Duncan, and the Scottish people; however, he was not totally responsible for his actions. Lady Macbeth and the three Witches also played a major role. They were responsible for convincing Macbeth to begin the series of events, which eventually led to the destruction of order in Scotland. Once she had received news of the three Witches' prophecies, Lady Macbeth was intent that she would eventually become Queen of Scotland. Initially, Macbeth had decided not to murder Duncan, 'We will proceed no further in this business'; (Macbeth, Act I, scene vii). However, Lady Macbeth was determined to continue with her original plan. She repeatedly insulted Macbeth's manhood, provoking him to continue with the plans to murder Duncan, 'When you durst do it, then you were a man; and to be more than what you were, you would be so much more the man'; (Lady Macbeth, Act I, scene vii). She appealed to Macbeth's 'vaulting ambition'; so as to intensify the effect that the Witches' prophecies had on him, 'Great Glamis! Worthy Cawdor! Greater than both, by the all-hail hereafter'; (Lady Macbeth, Act I, scene v). She convinced Macbeth that the rewards of the murder would far outweigh the drawbacks and clear their conscience, 'A little water clears us of this deed'; (Lady Macbeth, Act I, scen e ii). Although Macbeth dearly loved his king, Lady Macbeth yielded such a persuasive power over him that he was convinced the Witches' prophecies of Duncan's murder and the resulting kingship were his rightful fate. The three Witches deceived Macbeth by proclaiming ambiguous prophecies, which led him to believe that he would be a powerful and loved king. The second apparition, 'Be bloody, bold, and resolute; laugh to scorn The power of man, for none of woman born shall harm Macbeth'; (a bloody child, Act IV, scene i) led him to believe that he would never be harmed, as nobody alive can be 'none of woman born';. Macbeth failed to realise that the apparition was referring to Macduff, who was born by caesarean. The third apparition, 'Macbeth shall never vanquished be until Great Birnam Wood to High Dunsinane hill shall come against him'; (a child crowned with a tree in his hands, Act IV, scene i) also fooled Macbeth into believing that he would not be harmed as king.

A Picture is Worth a thousand…Parts?

It is presumed that adults can not recognize a face in parts as easily as the complete facial structure.   It is presumed to be as such because adults recognize the features of an individual’s face more easily than the context of the facial patterns in isolation (762).This gestalt-like facial processing theoretically begins in infancy and has a developmental milestone that is disrupted if something delays or obliterates this phenomenon.   On television shows and in magazines I recall partial viewings of celebrities’ faces and I almost never got it right.   Such is the finding of Young et al in 1987 study in which adults found it difficult to recognize the top half of a celebrities’ face when it was aligned   with bottom half of a different face (762).   Some theorists believe there is an intimate ability to recognize faces.   However, this research study invalidates that theory.   A controlled experiment was done with patients that were born with or suffered from visual impairments at infancy.These participants were all less than seven months when visual acuity was affected.   Vision was later corrected and the experiment for holistic facial identification had commenced (765).To test for the gestalt-like effect, participants were asked to move a joystick forward if the top halves were the same and back if the top halves were different.   Composites were created by splitting face images horizontally across the middle of the nose, and then recombining the faces using the top and bottom halves of different individuals.   In the aligned position, the top and bottom were properly aligned.In the misaligned condition the top half was shifted horizontally to the left (764).   The results were astounding.   The group that had visual imperfections at infancy actually performed better than their control counterparts on same trials when faces were aligned (766).This group was also more accurate on different trials than on same t rials and did not vary with alignment (766).   This supports the theory that this ability is not innate.   Holistic face processing or a composite face effect was not a sustained ability of those with visual impairments at a critical time period.   Such patients fail to integrate facial features into a Gestalt (767).This experiment shows that early visual input is very critical for the normal development of facial processing.   It also raises the question of whether early vision is necessary to preserve the neural substrate that would allow training to induce the later development of holistic processing of non-face objects (767),   I find it rather interesting and this bizarre phenomenon begs the question of when the critical time period begins and ends.The article states that by age six, adult-like processing takes place.   It does not state if visual perception is disrupted after age six, if this ability for gestalt-like processing is still apparent.   Thus this expe riment does not prove that infancy is the critical time period or developmental milestone for this ability.To be sufficient, it would have to include a group of participants that had visual impairments later in life and the length of the impairment would have to be similar.   What about visual impairments for one and two year olds? This only mentions infancy from 3 to 6 months.This experiment is partial, at best.   I would also like to know how the control group compares to those who have visual impairments that have not been corrected.   Are such people able to recognize faces aligned and misaligned with similar circumstances? These are critical points to validate and substantiate the findings of this experiment.

The Contrast of B2B with B2C Marketing - Free Essay Example

Sample details Pages: 7 Words: 2244 Downloads: 3 Date added: 2017/06/26 Category Marketing Essay Type Essay any type Did you like this example? This assignment explores how business-to-business (B2B) marketing differs from business-to-consumer marketing. It will define marketing for the purposes of this assignment and then explore how it is approached generally. From there, this assignment will consider how B2B marketing is differentiated from consumer marketing, and finally it will investigate the similarities between the two marketing approaches. Don’t waste time! Our writers will create an original "The Contrast of B2B with B2C Marketing" essay for you Create order Baines, et al, (2008:5) cite The Chartered Institute of Marketing (CIM 2001) definition of marketing as the management process of anticipating, identifying and satisfying customer requirements profitably. Marketing is often thought of as a three stage process of identifying the market segments, choosing a segment to target and the establishing a market position relative to competitors in the same market (Jackson, 2015). However, it is helpful to think of the customer as not necessarily being the ultimate consumer, since in order for a consumer transaction to take place, numerous business-to-business transactions will have taken place prior to this (Brennan et al, 2014). Business-to-business (B2B) marketing is, therefore, focused on satisfying the requirements of other businesses within the supply chain. And thus, firstly, one needs to consider how to segment the business market. These businesses can be classified by type of organisational customers. For example, global or natio nal; public or private sector; small, medium or large enterprises (Macfarlane, 2002) or broadly into commercial, governmental and institutional organisations (Baines et al, 2008). Commercial organisations can be further divided into: distributors, original manufacturers, users and retailers. Each of these make purchases in different ways. For example, distributors priorities are the smooth progress of products along the marketing channel from manufacturer to consumer. Thus, they can buy in bulk and then break down the goods into relatively small quantities for re-distribution in the market place, providing both storage space and buyer power whereas users purchase goods or services for immediate consumption within its production processes (Baines, 2008). Manufacturers buy parts, be they finished or unfinished and rebrand them into their own products whereas retailers purchase products to sell directly to consumers. Thus, organisational buying is more likely to be highly cost-sensi tive: for the ultimate business to maximise their profits, they will want to source the most suitable supplier for their needs, whereas the consumer is more likely to be influenced by image and product appearance (Jackson, 2015). Of more considerable importance, B2B marketing is concerned with creating long-term mutually beneficial relationships between the two businesses. This act as a brake on adversarial competitive behaviour, particularly when the ultimate consumer becomes more sophisticated and familiar with the products or services. This happens as markets become more competitive and this in turn affects the organisational buying behaviour (Swinder and Seshadri, 2001). Organisational buying behaviour is the defined as the the purchase of product or service to satisfy organisational rather than individual goals (Parkinson and Baker, 1994:6). Thus marketing to other businesses requires the marketer to adopt processes which take into account the needs of several people rather than just a single individual. However, an alternative approach is supplied by Webster and Wind (1972:2) who define organisational buying as the decision-making process by which formal organisation establish the need for purchased products and services, and identify, evaluate and choose among alternative brands and suppliers. From this perspective, the B2B marketer is concerned with the processes of buying, and as such buying is not considered a one-off isolated event to satisfy wants. The phrase Buyphases, devised by Robinson et al (1967), refers to the sequential activities that organisations engage in when purchasing products. First, the organisation identifies the need for a product or service, or there is some notion of recognising a problem. There is a gap between the benefits it is receiving now and the benefits it would like to have in future. As a result of this, thought is given to the product specification à ¢Ã¢â€š ¬Ã¢â‚¬Å" the characteristics of the product needed to resolve the problem. Following this, there an active search for information to find products which meet the specification and some assessment of its performance standards, which are then formerly evaluated and then a product or service is selected. However, some of these stages may be ignored or compressed according to the buy-class of the products and services being sought. The buy-class is the term used to describe how the nature of the product or service, the frequency of purchase and its relative value and strategic impact (if any) can vary (Baines et al, 2008). New Task purchases refer to a first-time buying situation, with higher risks as there is little collective experience of the suppliers/products. Modified Rebuys refers to lower risks with some experience and Straight Rebuy are routine, familiar purchases. The higher the buy-class, the greater the range of people who may be involved in the process, unlike with the ultimate consumer, who is more likely to decide unilat erally. Within an organisation, those who initiate the decision-making process may not be the ultimate decision-makers nor indeed users of the product. In high-value, high risk purchasing, influencers may help set the technical parameters, and from a marketers perspective, how to target, and indeed to who to target, may be constrained by gatekeepers who have the potential to control the type and flow of information within the organisation (Fill and Fill, 2005). Taking into account the above, it can be seen that B2B marketing is about its role within the supply chain, and therefore constitutes a potential source of competitive advantage for the ultimate seller. For example, cost advantages can be obtained for those with high buying power, as they are able to benefit from greater discounts that can be obtained for the purchaser and which can then be passed on to the ultimate consumer (Jackson, 1985). From a marketing perspective, therefore, B2B marketing is about the trading rel ationship between two businesses, and organisational buying may involve more complex decision-making processes à ¢Ã¢â€š ¬Ã¢â‚¬Å" particularly when there are low levels of familiarity of the product/service being sought. Thus, it can be said that organisational buying behaviour is context-specific and varies according to what is being bought and the number of people involved in the process. However, it must also be situated within the dynamics of the environment the organisation operates within (Fill and Fill, 2005). Organisations vary in their purchasing behaviour, for example, decentralised purchasing will emphasise the geographical importance, but highly centralised purchasing departments will focus on tighter controls, reduction in costs and greater consistency (Baines et al, 2008). The external influences are those forces outside of the organisations control, for example an economic change affects exchange rates, encouraging or discouraging the purchase of commodities from o ne country to the next, or a political disruption can affect the distribution channels. At other times it can be social changes, for example consumer preferences for fair-trade and an increasing focus on corporate social responsibility can affect organisation decision making (Nichols, 1993). These influences are depicted below: Source: Fill and Fill (2005) They key issue for the B2B marketer, therefore, is they must be knowledgeable not just about the products and services they proffer from a technical perspective, but also have a great deal of specialist knowledge of their customers influences and how that affects buying behaviour. It stresses the importance of careful management of the customer both prior to, during and after the sale has been completed. The investment of time and energy to establish and maintain the relationship between the two businesses forms a process described as the key account relationship cycle (Millman and Wilson, 1995). This relationship, pa rticularly in large organisations, emphasis a great deal of care and interaction between the two organisations so it is not unusual to have entire teams dedicated to providing services and support to the client (Ojasalo, 2001). Therefore it can be said that, in practice, that B2B customers are much fewer in number but wield much greater buying power than found in ordinary consumer markets, although this is not always the case, it does stress to the marketer the importance of the supplier and customer relationship (Brennan et al, 2014). From the analysis above, it demonstrates a number of key differences between the B2B and B2C buying characteristics, which are summarised in the table below (Baine, 2008:660). Consumer buying characteristics Organisational Buying characteristics No. of Buyers Many Few Purchase Intention Self Others Evaluative criteria Social, ego and level of utility Price, Value and level of utility Information Search Normally short Normally long Range of Suppliers used Small number of suppliers considered Can be extensive Importance of supplier choice Normally limited Can be critical Size of orders Small number of suppliers considered Large Frequency of orders Light High Value of orders placed Light Heavy Complexity of decision-making Light to moderate Moderate to high Range of information inputs Moderate Moderate to high Although there are many differences between the two sectors, there is some convergence too. All markets have a consumer orientation that emphasises customer needs, and both require the marketer to gather, process and use information about customers and competitors in order to successfully compete (Baines et al, 2008). In addition to this, both types of supplier desire positive relationships with the customers à ¢Ã¢â€š ¬Ã¢â‚¬Å" the profits of all organisations is linked to the mutually beneficial rewards obtained. Wilson (2000) also argues that the belief that organisational decision-making is more rational, and consumer decision-making is more emotional, is a fallacy. For example, consumers also use a wide-range of inputs, discussing buying decisions with others, and seeking out extensive information searches, especially now that Internet-buying permits so much more comparison between products and services, and thus the group buying dynamics are not atypical. Furthermore, the rati onality ascribed to organisational buying is overstated, but rather organisational culture dictates adherence to due diligence and other such similar bureaucratic procedures. It is often said that branding is of less significance in B2B marketing than it is in consumer markets (Baines et al, 2008), however, Zimmerman and Blythe (2013) argue that it is becoming increasingly difficult to distinguish between products. More importantly, organisations do not buy products, but rather people do, so although the type of media selected to communicate the products may differ à ¢Ã¢â€š ¬Ã¢â‚¬Å" the need for strong branding is imperative irrespective of the market. As in consumer markets a strong brand can be a source of competitive advantage. Furthermore, ingredient branding (e.g Intel Inside, or trading logos such as the Red Tractor) which promote the suppliers of the product are themselves becoming sources of marketing (Bengtsson and Servais, 2005). Perhaps, therefore, the two most dis tinguishing differences between B2B and B2C marketing is the approach to segmenting the market. In B2C marketing, the approach is more frequently top-down: beginning with a mass of possible customers and then breaking them down to into groups, usually with reference to the psychological, geographical, demographical or behavioural dimensions (Jackson, 2015), and then the marketing mix of place, product, price and means of promotion devised once target markets have been determined. However in B2B marketing, the process is more bottom-up with a much greater emphasis of the characteristics of the organisations already known to the marketers, and then aggregating them into segments which is more likely to emphasis the behaviour dimension above any other (Zimmerman and Blythe, 2013). As a result of this, organisation marketing is more likely to explore the customer portfolio matrix to determine where best to allocate their marketing resources. The customer portfolio matrix assesses the potential attractiveness of a group of customers to the strength of relationships relative to competitors, as the grid below demonstrates: Customer attractiveness/potential High Low High Customers must invest resources Good to have customers allocate resources selectively Low Need to have customers maintain resources Do not need customers, reduce resources Source: Baines et al, (2008:654) To conclude, therefore, consumer marketing and business marketing differ in some buying behaviours and the approach of marketing towards is the significant difference, although the principles of marketing are largely similar. This assignment has found there is significant convergence between the two groups but that business-to-business buyers are more demanding and require a strong emphasis on relationship building, and to a lesser extent branding. References Baines, P, Fill, C and Page, K (2008) Marketing, Oxford: Oxford University Press. Brennan, R, Canning, L. E and McDowell, R (2014) Business to business marketing, London:Sage Bengtsson, A and Servais, P. (2005) Co-branding in industrial markets, Industrial Marketing Management, Vol. 34 (7), p 706 -13. Fill, C and Fill, K. E (2005) Business to Business Marketing, Harlow: Prentice-Hall. Jackson, J. (2015) Marketing, E-book Partnership. Jackson, B. (1985) Build customer relationships that last, Harvard Business Review, Vol 63 (6) page 120 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 128. Macfarlane, P (2002) Structuring and measuring the size of business markets, International Journal of Market Research, Vol 44 (1), p 7 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 31. Millman, T and Wilson, K (1995) From key account selling to key account management, Journal of Marketing Practice, Applied Marketing Science, Vol 1 (1) p 9 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 21. Nichols, M (1993) Third-World Families at Work, Child labor or child care? Harvard Business Review, January à ¢Ã¢â€š ¬Ã¢â‚¬Å" February, p 2 10 Ojasalo, J (2001) Key account management in the business-to-business field: the key accounts point of view, Journal of Selling and Sales Management, Vol 17 (4) p 17- 26. Parkinson, S. T and Baker, M (1994) Organizational Buying Behaviour, Purchasing and Marketing Management Implications, London: MacMillan Press. Robinson, P.J, Faris, C.W and Wind, Y (1967) Industrial buying and creative marketing, Boston: Allyn and Bacon. Swinder, J. and Seshadri, S (2001) The influence of purchasing strategies on performance, Journal of Business and Industrial Marketing, Vol 16 (4), p 297 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 306. Webster, F. E and Wind, Y (1972) Organizational Buying Behaviour, Englewood Cliffs: Prentice-Hall. Wilson, D.F (2000) Why divide consumer and organisational buyer behaviour? European Journal of Marketing, Vol 34 (4), p 780 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 796. Zimmerman, A and Blyth, J (2013) Business to Busi ness Marketing Management, Abdingdon: Thomas Learning.

The Great War Was A Cause Of World War I - 979 Words

The Great War was a result of our leader’s aggression towards other countries which brought about and supported the rising of nationalism of the different nations. Imperial competition and the fear of war prompted our military alliances to get ready for war. Nationalism was a cause of World War I. Nationalism could have been explained as an extreme form of patriotism and loyalty to your county, nationalism placed the all of their interested above all the other countries and thought that somehow they were better in many ways then others. If you were nationalism you were given excessive confidence in your nation, as well as the governments and you’re military. The government always let the people know that their country was fair, righteous and without blame. Nationalist ideas demonized rival nations, caricaturing them as aggressive, scheming, deceitful, backward or uncivilized. They convinced many citizens their nation was being threatened by the plotting, scheming and hungry imperialism of its rivals. Nationalist and militarist assured people that if war erupted, their nation would emerge victorious and that they would always win because they believed that they could win no matter what. Pre-war nationalism was fueled by wars, imper ial conquests and rivalry, political rhetoric, newspapers and popular culture, such as ‘invasion literature’ written by penny press novelists. Imperialism had a large role in paving the road to World War I because monarchy ruled over a large numberShow MoreRelatedWwi Causes Essay906 Words   |  4 PagesAaron Carlson Period 2 – History III 3/29/10 WWI Essay – Causes of War Even today, the causes of World War one is still being debated and the great war started 96 years ago and ended 92 years ago. Yet today after so much time the main cause of the war still remains unexposed to this day. 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The 16Th And 17Th Centuries In England Are Marked By The

The 16th and 17th centuries in England are marked by the great societal changes that emerged from the effects the Renaissance and Reformation had on ideas concerning religion, education and social order. In regard to these developments, it has been argued that the spiritual and educational standing of women had been elevated during this time, coupled also with the fact that this period saw the rule of three female monarchs, which arguably challenged and improved society’s opinions and attitudes toward women. However, it is important to critically consider whether these societal movements have been retroactively deemed beneficial to women because they had favored modernization– a process that was of much greater advantage to men than to†¦show more content†¦The ranking of existence also implied a hierarchy of genders as well, as women were thought to be created from man and responsible for mankind’s fall from Eden. Moreover, an important feature of the Ch ain was that the top rank in every categorical division was also analogous to the top rank of every other division. Therefore, the father as head of the family, as with the king as the head of the kingdom, was analogous to God in the universe. Because fathers, and in turn the patriarchy, represented God and wielded his authority, they were understood to be the unquestioned ruler of their sphere of activity within the chain. An example of this kind of thought can be seen in a popular text called Of Domesticall Duties, written by an English clergyman William Gouge in 1622. In this conduct book on family life, Gouge declares, â€Å"The husband is as a Priest unto his wife†¦ He is the highest in the family, and hath authority over all and the charge of all is committed to his charge; hee is as a king in his own house.† Because the structure of the chain maintained that the function of men as fathers and heads of households was analogous to the role of the monarch in the ki ngdom, male dominance was strongly rooted in divine ordinance and reinforced through a fully articulated theory of patriarchy.Show MoreRelatedCities Of London 1550-1625 And London1344 Words   |  6 Pageswas the era of 1550-1625 like in England? Elizabethan Age The Elizabethan Age (1558- 1603) is an epoch in English history, remembered as a renaissance of classical ideals, naval triumph against the Spanish (which at the time were disliked and considered a rival kingdom) and international expansion. This generated a great wave of English nationalism. 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Although Twelfth Night is a comedy, the presence of morally strict Puritanism affects the lightness of the play. The Puritan Revolution took away the foolish fun and celebration in life. Mahood connects theRead MoreEconomische En Sociale Geschiedenis4540 Words   |  19 Pagesâ€Å"Before the Industrial Revolution† M.Cipolla Part I CHAPTER 1: Demand (pages: 3 t/m 52) Spain census of population, 1789, lot of population estimations are rough and not precise. Small societies. Not very large growth of population in 18th century. Low fertility or high mortality is the cause of slow growth. So population of preindustrial Europe remained relatively small. (more in chapter 5). Normal mortality occurs in normal years. Catastrophic mortality occurs in calamitous years, it far

Impact and Scope of the New Disability Insurance Scheme on the Health

Question: Consider the impact and scope of the new Disability Insurance Scheme on the health care system. What are some of the advantages and disadvantages that present and who do these advantages/disadvantages affect? Answer: Impacts The complete details of the new Disability Insurance Scheme are yet to be resolved. The criteria for eligibility for this scheme are to be understood by the service providers. Some anomalies might arise such as an individual with non-traumatic brain damage might be eligible but an individual with traumatic brain damage is not. Coordination between the health sector and the non-health sectors remains a major issue. Only people suffering from permanent impairment are eligible for the scheme whereas the individuals with fluctuating illnesses are not taken under this scheme. In case of mental health, only the individuals who suffer from permanently impaired mental health who are placed in tier 3 are eligible (Williams Smith, 2014). Scope Once the scheme becomes fully functional, it intends to include the PHaMs (Personal helpers and Mentors programs) along with the Support for Day to Day program. It has also been informed by the NDIA that the scope for NDIS is to be extended to the Mental Health Care Respite Program (Cebulla Zhu, 2015). Advantages and disadvantages The advantages and disadvantages of all the models for this scheme have been described below: Trust Under this model, the total budget for the service is set by the government. The benefit bestowed by this model is that the public service professionals who work in a complex environment possibly can implement their knowledge efficiently and effectively. A limitation of this system is that the incentives of the providers of service do not cover the best interests of the system or the patients. The allocation of resources is inefficient (Ergas, 2013). Targets and performance management This model is not reliant on the decency of the professionals, unlike the trust model. The central authority is liable for making decisions. But the disadvantage that comes along with this is that this central authority is incapable of mitigating the factors present in local level. Voice Collective voice mechanisms can convey the interests and needs of the people at local level but not everyone in the community is capable of hearing the voices of the service providers. Choice and competition This allows providers to be more responsive towards the needs of the consumers. As a result, the services are of greater quality. Furthermore, the provision of services is more equitable since people who have the opportunity to demand services preferable to them are reduced. The key disadvantage is that a large number of consumers is necessary to make the market well-functioned (Williams Smith, 2014). References Cebulla, A. Zhu, R. (2015). Disability, and social and economic inclusion: who is in and out of the Australian National Disability Insurance Scheme?.Scandinavian Journal Of Disability Research, 1-13. Ergas, H. (2013). National Disability Insurance Scheme Funding: The Case for Hypothecation.Australian Economic Review,46(3), 338-344. Williams, T. Smith, G. (2014). Can the National Disability Insurance Scheme work for mental health?.Australian New Zealand Journal Of Psychiatry,48(5), 391-394.

Asian International Students Problem In New Zealand

Question: Explain about the problem faced by Asian international students in New Zealand. Answer: Introduction: New Zealand, which is an island nation in the south-western Pacific Ocean and it is very much famous among students all over the world as study destination. As a result, every year a huge number of students choose New Zealand for their further higher education. In 2015, data released and it was found that, its international enrolments of students are comparatively higher in 2014 than in 2013. It has increased by 12% during the period of January to August 2014. Reason behind this increase, is the quality of education, flexibility in the education and work programme. Main source of international students are from Asian countries such as China, India and South Korea (monitor.icef.com, 2015). Background to the research: Asian students face major challenges in terms of proficiency in English, relationship with other students, cultural difference and social difference. Irrespective of the country they feel themselves as outsiders. Language barriers are one of the most common challenges faced by the Asian students. In addition to that difference in currencies between their native country and new country, staying apart from their home, from their comfort zone in a complete different culture is seems to be very tough initially. These are the major issues which are faces by the Asian students in New Zealand and it is very important to address these issues (Lee et al., 2013). Research questions: Research question helps to emphasise on the crucial aspects of the entire study. The research questions are as follows: What are the key problems of Asian students in New Zealand? How Asian study does differ from Western style of learning? How does culture of both countries affect the performance of the Asian students? Impact of problems faced by Asian students on their learning outcome? Literature review: It has been observed that every year a large number of students choose New Zealand as their study destination. So it is obvious there will be situations they will be excited as they are going to explore a new world as well as their might be cases when they might feel themselves insecure as they are far from their home, their nation. One can see there is significant increase in the number of universities and colleges in New Zealand and reason behind this is excessive demand among international students especially in Asian students. Now it is considered as one of the largest exporter of education, and it has boosted education sector in positive manner (Hou, 2014). These international students come with higher expectations, strong motivations and with the urge of learning new techniques however it has been seen that they come across many challenges like cultural differences in classroom, teaching techniques, difference in the way of learning, different approach in problem solving, in short the foreign students are facing difficulties in the path of their leaning. In this research, main objective is to examine and explain the issues which are faced by the Asian international students. International students and their learning problems International students can be defined as those students who are living in some other country other than their home country due to the purpose of education. They come from different backgrounds with different cultures and experiences. Not only that they have different knowledge and different English skills. So they find it difficult to cope up with the new pattern of learning. In addition to that they come across language difficulties, lack of social support, financial, psychological issues. In the year 2015-16 it has been seen that. 125384 students have come from abroad and studying in New Zealand (Kelsey, 2015). Most students are coming from Asian countries like India, China, South Korea, Japan. East Asian students faced problems in as their culture varies from the new culture. Most common problems are language problem, high end class room and teaching technique. These affects their engagement in education in western country. Language problems faced by international students After globalization English language is prevalently used in education industry in International universities. Approximately 1.7 million students moves from their native country in order to acquire foreign education and surprisingly half of them are from non English speaking developing nation. It is one of the most common issue faced by Asian students. It has been observed that most of the Asian Universities follows American English so it is obvious they will not be able to cope up with the Australian way of speaking, with their seep etc. New Zealand English is more likely to Australian English (Altbach, 2015). It has been found in many international students that they have lack in the proficiency of English and this is the reason of their failure with the demands in linguistic and thus it reflects on their performance (nzherald.co.nz 2016). Cultural difference and learning problem It has been observed that eighty-five per cent students who have crossed the national territory for higher education in New Zealand are from Asian countries. As education industry contributes a high volume of export of New Zealand it is very much important that the Asian students must get satisfied with their learning experience. Some western teachers think that Asian students are more likely to memorise things instead of learning texts technically with complete understandings. They use to follow surface learning compared to deep understanding of the subject matter. It has been considered that they want to achieve university degree with minimum effort. These cultural backgrounds arises conflict and contradiction about the learning styles of Asian students. Surface learning has very bad consequences on the students; it leads to poor understanding of the subject. However there exists some paradox too that if Asian students are learned by surface learning way out way how do they perform well in the western countries (Moran et al,.2014). Biggs has explained this as, education in Asian countries is mainly examination oriented. Their all teaching and learning methods are related to the examinations. So they focus on the memorising and recall of their learning. Asian international students hold the brief that is acquired by doing rote learning, and which is reproduced in assessment and examinations (Raid et al,. 2013). It can be said that the memorising power of Asian students can contribute higher level of outcomes. Process of memorisation and understanding the subject in deep for Asian students helps them to achieve their goals. So memorisation and understanding of subject are mutual concepts, one can say these are the two sides of same coin, and if can be used in efficient manner it will give higher outcome (educationcounts.govt.nz 2016). The cultural and social concepts differ from country to country. It is obvious that the Asian cultures and western culture will be different and some Asian students find it difficul t to adjust in the new culture, as they come with their local values, traditions and beliefs. Cultural difference is one barrier for Asian students. When Asian students do not find similar educational system, in addition to that difficulties in language, financial pressure, loneliness, discrimination affects them in adverse manner. In Asian countries teachers lead the classroom; students do not participate or interact as sign of respect. However in western countries students actively take parts in the classroom and sometimes they lead the classroom. These are the cultural challenges, which are faced by the Asian students and these hinders their performance too. Classroom experience and learning In Asian countries students are abide by their teachers and there exists a very strong student teacher relationship. Students behaviour is one of the key factors in the learning of Asian students. In New Zealand they follow Socratic Method of teaching. Socratic method refers to give more emphasize on the critical thinking of the study. This way of teaching is predominant in Western countries. They emphasise more on independent learning, participation of the students, knowledge construction and critical analysis of the ideas. These teaching methods facilitate independent learning of students. Asian students are lagged behind this; this is far apart from their expectations. On contrary, Asian leaning environment is based on the cultural values like collectivism, harmony patience and modesty. Participation of students in the classroom depends upon the permission of the teachers (Johnson, 2016). They mainly focus on the memorization of the study materials, taking notes and prepare themselves for examination. Surface approach is quite common in Asian institutes and they demonstrate their learning by appearing into examination (Raid et al,. 2013). On the other hand classrooms in New Zealand include individualism, equality, and competition. Students are allowed to learn from their everyday life and experiences gathered from their peers. Students express their thoughts and ideas; share their views in the class room. So one can see there are complete difference in the teaching approach and methods followed in the classrooms of Asian institutes and Western institutes. Conclusion: So from the above discussion one can say that there are major channels which are creating hinders for the Asian students such as cultural difference, difference in the social norms, lack of proficiency in English, and most importantly there exists a significance difference in their learning approaches. One hand it shows that in western culture is more collaborative and on the other hand it shows Asian system of education is completely facilitated by the teacher and it is unidirectional. So unanimously it can be said that goal must be to minimise these differences from the host country as well as from the guest country as it contributes to human capital and boost the growth of both continents. Research methodology Outline of research methodology: Research methodology helps in presenting the overview of entire research that will be undertaken to successfully complete the research. Research methodology includes research approach, research design and methods of data collection employed to undertake the research. Therefore, it can be said that research methodology provides a basic framework that enables the researcher to reach firm conclusion and fulfil research objectives. Determination of research methodology helps in undertaking the research in a systematic manner and provides direction to the research to achieve its objectives (Robson McCartan, 2016). For this research study, methodology has been designed on the components of problems faced by Asian international students studying in New Zealand. For this research, the various problems faced by Asian international students in prominent major institutions of New Zealand and its impact on the learning outcomes have been analysed. Therefore, to match with the research subject, positivism theory, deductive research methodology and descriptive design of the research has been selected. For the collection of relevant data, non-probabilistic sampling methods would be utilized. Further, both qualitative and quantitative methods of data analysis would be employed to achieve research objectives (Flick, 2015). Research philosophy: In order to understand various problems faced by Asian students studying in New Zealand and its impact on the learning outcome a suitable research philosophy needs to be selected. Since, the purpose of this research is to analyse the problems faced by Asian students and its impact on the learning outcomes, it can be better analysed by utilizing positivism research philosophy. Positivism research philosophy aims at finding factual information gained through the process of observation and data collection. Therefore, by applying positivism theory the researcher can distinguish the genuine facts by recognising the elements of problems faced by the Asian students in New Zealand and its impact on the learning outcomes (Mackey Gass, 2015). Research approach: The most common types of research approach are: inductive and deductive. Inductive research involves observation, collection of data (primary as well as secondary), data analysis establishment of relevant theories that satisfies the research objectives. Deductive research approach, on the other hand, follows selection of relevant theories, hypothesis testing, analysis of data, along with implementation of these theories for analysing data and validating the theoretical evidences (Panneerselvam, 2014). In this study, relevant theories have already been discussed in the literature review section. In addition, primary would be collected and analysed to support theoretical evidences or secondary data. Hence, for this research study deductive research approach is adopted to that would evaluate relevant theories and highlight major problems faced by Asian students studying in New Zealand and its impact on their learning outcomes. Research design: Research design helps in interpreting the results of data analysis on the basis of research objectives. Most common types of research design are exploratory, explanatory and descriptive. Exploratory research helps in identifying the problem statement and preparing background for further research. Explanatory research on the other hands helps to identify the reasons behind the research problems. Descriptive research helps in establishing research objectives with the findings of the research (Yin, 2013). The purpose of this research is to relate the finding of the study with the research objectives. By relating the results of data analysis with the research objectives identified at the beginning of the study indicates that the research has been able to meet its goal of identifying various problems faced by Asian international students studying in New Zealand and its impact on the learning outcomes. Therefore, descriptive research design has been used for this research study (Blumberg et al., 2014). Data collection method: For this study, both primary and secondary methods of data collection would be used. With the use of both methods of data collection, the objectives of research can be effectively achieved. As the study aims at finding a relation between various problems faced by Asian international students and their learning outcomes in New Zealand, the relevant data would be collected from Asian international students and college professors. In addition, for developing theoretical framework, use of secondary data can be employed. Secondary data will be collected from previous researches, journals and other academic articles available online and libraries (Sullivan et al., 2012). Further, for the collection of relevant primary data, non-probabilistic sampling technique would be employed to reduce the deviation of responses. The primary data would be collected by the researcher by developing interview questions that would be distributed via e-mails to the identified respondents. In some cases, personal interviews would be undertaken particularly for college professors to get a detailed understanding of problems faced by the Asian students and its impact on their learning outcomes. In addition, for the collection of primary data, the sample size of 100 respondents would employed in the ratio of 20:80 (20 professors and 80 Asian international students) (Gast Ledford, 2014). Research method: For this study, mixed research method would be employed. A mix research method is a combination of qualitative and quantitative research method. The quantitative analysis would be undertaken by for 100 respondents through interviews and survey questionnaires. On the other hand, qualitative research method is employed while interacting with college professors to better understand the problems faced by Asian international students and its impact on learning outcomes of these students (Neuman Robson 2012). Ethical considerations: While conducting the research it is important to follow a methodological approach that follows the ethical principles of research. As a researcher, it is important to follow the principles of integrity, honesty, confidentiality and fairness in all the stages of research of research activity. By following ethics in the research, validity of research can be improved. Therefore, for this study, ethical principles would be followed. The data collected from the respondents would not be used for commercial purposes and only be used for understanding the research problem and the findings would be used for enhancing the learning outcomes of the Asian international students and other academic purposes. The data collected has been collected by transparent system by informing the respondents about the purpose of research and what the research aims at achieving. The consent forms would be kept by the principle researcher before the report gets published. The data and the consent forms would have the access of researcher and the authority that has provided grant for the research. Once the report gets published, the data would be achieved and stored in digital format. The questionnaire has been developed in such a manner that no personal questions are asked to the respondents. Adequate attention has been paid to understand the cultural differences of the respondents. In addition, while conducting the research willingness and convenience of respondents have been taken into consideration. The information gathered would be kept confidential and have access to the researcher (Millum Sina, 2014). Timeline: Reference list: Altbach, P. (2015). Foreign Study: Patterns and Challenges.International Higher Education, (30). Blumberg, B. F., Cooper, D. R., Schindler, P. S. (2014).Business research methods. McGraw-hill education. Flick, U. (2015).Introducing research methodology: A beginner's guide to doing a research project. Sage. Gast, D. L., Ledford, J. R. (2014).Single case research methodology: Applications in special education and behavioral sciences. Routledge. Hou, A. Y. C. (2014). Quality in cross-border higher education and challenges for the internationalization of national quality assurance agencies in the Asia-Pacific region: the Taiwanese experience.Studies in Higher Education,39(1), 135-152. Johnson, R., Kim, J. Y. C., Lee, J. Y. (2016). Asians and the Myth of the Model Minority in Higher Education: A Psychocultural Reality.Handbook of Research on Organizational Justice and Culture in Higher Education Institutions, 448. Kelsey, J. (2015).The New Zealand experiment: A world model for structural adjustment?. Bridget Williams Books. Lee, B., Farruggia, S. P., Brown, G. T. (2013). Academic difficulties encountered by East Asian international university students in New Zealand.Higher Education Research Development,32(6), 915-931. Mackey, A., Gass, S. M. (2015).Second language research: Methodology and design. Routledge. Moran, R. T., Abramson, N. R., Moran, S. V. (2014).Managing cultural differences. Routledge. Neuman, W. L., Robson, K. (2012). Basics of social research: Qualitative and quantitative approaches.