External Reserach †Childcare Level 3 Free Essays

string(59) " and also allow children to know what is expected of them\." ‘’It is important to plan to meet the care and learning needs of all children. ’’ External research CACHE LEVEL 3 DIPLOMA IN CHILDCARE AND EDUCATION Introduction Criteria 1 – Criteria 2 – The first stage of the learning cycle is planning and this is where you plan for the children activities that will be carried out throughout the time at placement and these activities need to be planned for the needs of all children. When practitioners are planning the activity they need to consider the resources, if the activity is age stage appropriate, any protective clothing that may be need during the activity, health and safety and how all the children will be included together, not discriminating any child because of their age, gender, abilities or disability. We will write a custom essay sample on External Reserach – Childcare Level 3 or any similar topic only for you Order Now The second stage is where the planned activity takes places and during this the children will carry out the activity to help them, learn and develop in all aspects of development; social, emotional, physical, and intellectual and language development. It also allows practitioners to observe the children during play activities. When practitioners observe, they look for the child’s development and abilities. The third and last stage of the cycle is to review and this is when the practitioner looks back and reflects on the activity (reflect on it) to see where they can improve. The planning cycle is used to meets care needs of children, learning needs of children, help them develop and help them to develop and learn different stages of development. I have seen this happen at placement where the practitioners were planning an activity along the lines of previously noticing a group of boys enjoy playing with the cars and after noticing this, they decided to carry out a work sheet using cars to teach them how to count. When planning this activity, they considered the abilities of the children, the health and safety as well as resources needed. During this activity the practitioners were observing to see how the children were coping, child’s development stages and what the children were learning during the activity. Once the activity has taken place the practitioners reviewed it by using a reflective cycle. A long term goal is something you want to achieve over a long period of time normal one year or five years. In a school a long term plan is used to cover all aspects of the National Curriculum whereas in a Nursery a long term plan would cover all aspects of the Early Years Foundation Stage (EYFS, 2012). The practitioners would plan for whole year of children’s time at the setting and it meets the care needs of children by planning for their holidays. It cares for the learning needs of children because it plans to provide the best use of resources and equipment available and the environment in which the children will learn in. This can be a disadvantage because the planning doesn’t allow for immediate changes on a day to day or termly basis. A long term plan would be covering a curriculum plan because it sets goals, develops strategies and outlines tasks and schedules within the setting. It meets the care needs of children by allowing the practitioners to provide supporting activities for the individual needs of the children and meets the hearing needs by having opportunities that challenge the children, varied types of activities such as adult- led, child-led and free play by learning indoors and outdoors. Practitioners have a meeting ever term and plan for activities and task for the whole school term of the child to help support and develop their care and learning needs in the best possible way to allow each individual child to achieve the next stage. A medium term goal is something that you build upon from a short team goal. Practitioners would plan termly/monthly by building upon the short term plans. It meets the learning needs of children by looking at the themes. Medium term planning in my placement considers a central theme spread across a number of weeks: A short term goal is achieving something in the near future for example: within a week. Practitioners would do daily plans and observe the children in order to be able to make changes in the plan to meet individual unique child’s needs. It meets the learning needs of children because it can be immediately changed on a daily basis or weekly basis according to the child’s individual learning needs, abilities and disabilities as well as their likes and dislike to help them move forward in their development and develop their skills. In my current placement practitioners saw a group of boys enjoying playing with the cars. Later on that same day the practitioners got an idea to plan activities around that theme for the following week to help the 2 to 5 years olds learn to count up to 20 which helps the practitioners to encourage and interest the children’s learning by using things that they like to help meet their needs in order for them to develop. Routines are tasks, chores, or duties done as regularly as possible or at specified time of the day e. g. typical or every day. It can also be activities happing during the same time period in the day, such as lunch, reading, or playground time. In a childcare setting, a routine maybe having meal times three times a day or having rest time after lunch. They are used for teaching them to be prepared for adult life and helping them to understand their duties. It is important that adults stimulate children’s minds, social skills, emotional and bodies with ro utines for them to be able to learn and remember these different routines for the future. Routines meet care needs of children because they make children feel safe and build’s the child’s confidence. Routines meet children’s learning needs because the children will learn everyday skill and also allow children to know what is expected of them. You read "External Reserach – Childcare Level 3" in category "Papers" I have experienced many different routines throughout my work placements; I have recently seen a routine for the whole day which is in my appendix 2. Criteria 3 – Criteria 4 – Effective planning is something that works well. It also meets the children’s individual needs and helps identify a path of achievement. There are eight feature to effective planning; support for practitioners, effective planning, sharing best practice, knowing the child, encourage reflection, helps with translation and makes it requirement and enjoyable. Effective planning involves around the child. Curriculum plans can be done and allows for practitioners to meet the children’s learning and care needs over a long period of time. This does not always work because each child is individual and they develop skills and abilities at their own time. To make this work effectively practitioners could use a SMART target to plan over the week for each individual child according to their likes, dislikes and what they can and can’t do. Practitioners could combine both the curriculum plan and Smart target by using the planning cycle, long term and short term plans to make it effective because this allows for all children to learn and develop at their own time and achieve their next stage up. Within my setting practitioners plan effectively by using the SMART target to plan for the week ahead and combine this with using the curriculum plan to do and review over the next month for every child. Once they have observed the activity and child, they then plan activity according to their observation. A combination of planning tools are used in settings to give practitioners good outcomes, meet children’s needs and learning needs and don’t allow practitioners to plan, do and review. I have noticed in my previous setting that practitioners use one type of plan which is the short term plan because they plan weekly for their activities whereas in my current placement practitioners use a range of plans such as a weekly plan along side an activity plan and a medium plan. If effective planning wasn’t used practitioners would be having bad management in organising activities, practitioners will not get the outcome they are looking for easily, children needs will not be meet to the best interest and they may not be able develop their skills and development well enough because they don’t have the assess to the appropriate activities and resources (age stage). Criteria 5 – Having an appropriate environment in place to support care and learning needs is important because practitioners should make sure that the environment is safe and secure for the children as well as welcoming and warm. It also needs to be stimulating for the children to be able to explore and investigate in. This is stated by Early Years foundation stage (EYFS, 2012) who states that it is important to plan and provide an appropriate environment both indoors and outdoors throughout the day. The Reggio Emilio approach focuses on both the outdoor and indoor environment as equally important because they both allow children to explore and discover, free play and creative thinking. Reggio believed that the indoor and outdoor nvironment stimulates children’s learning, children develop socially and they can express themselves in any way they want. Reggio pre-schools believes in having discovery, stimulating learning environments (both indoor and outdoor) for children to be able to reflect on their own learning and record the children’s learning progress (Tassoni, 2007) This approach can benefit children as it allows them to work more closely with the adult to help stimulate their skills, abil ities and development within their environment. Children’s play is carried out in a learning environment which is characterised by both indoor and outdoor learning to help children move on in their development stage and it needs to be safe for children to play and learn in where they are protected and supervised at all times by an adult. It is vital to have the appropriate equipment at the child’s level in both the outdoor and indoor environment to help support the learning they need as well as meet each child’s individual needs. Both theorists also support the learning needs of children by allowing them to physical, socially, emotionally, intellectually, cognitive and language develop. ‘’ A good early childhood environment meets the child’s basic needs and supports and encourages children to engage in activities that implement the programme’s curriculum. ’’ (Exteral research/creating-indoor-environments-for-young-children. htm 1997-2012) Criteria 6 – Care needs are supporting the children’s personal care needs such as feeding, sleeping and hygiene. It helps children to become independent and teaches them life skills. The theorist which supports this is Maslow (1943) and his hierarchy of need. It concerns the responsibility of adults to care and provide a safe environment that encourages and enables the adults to support and meet all the needs of an individual child. These needs include; physical, emotional, social, and intellectual and are shown in the model and diagram of the pyramid five stages. The framework that supports care needs is the Early Years Foundation Stage (EYFS) (2012) and they influences day to day practice by making sure each practitioner follows the correct curriculum framework within their practice and care for the children. ‘’There is also a range of supporting guidance on implementing the EYFS requirements which should be used alongside the Statutory Framework. In particular: Development Matters – which provides guidance on observing, assessing and planning for each child’s individual learning and development, a know how guide for progress check at age two – which gives case studies and templates to support you with the requirement to provide parents with a written summary of their child’s learning and development between their second and third birthday, EYFS for parents – which you should personalise to your setting to help you meet the requirement of informing parents how the EYFS is delivered. ’’ (czone. eastsussex. gov. uk 2012) Criteria 7 – Jean Piaget’s (1948) theory of play is play-based curriculums were all children are actively involved in their learning. He said that children go through four stages of development; Piaget (1948) theory of play is thought that ‘’learning is an active process in which children draw conclusions though exploration. He called these conclusions schemas. ’’ (Tassoni. P et al 2007 Pg 284). Piaget (1948) is a key influence on children learning (Tassoni, 2007). His theory supports and extends children’s learning needs because he believed that children will learn when they are ready to learn. Vygotsky’s (1978) theory is based on zone of proximal learning. His theory supports children’s learning needs because he believed that children will learn cooperative activities set up for them where the less able children can learn and get help from the more advanced children. Vygotsky (1978) believed that if a child is at the zone of proximal for an activity and getting help from the adult, will allow the child to boost their achievement of the activity (simplypsychology. org 2010-2012). Criteria 8– Piaget (1984) theory of play has 4 types of play; physical play mastery play, symbolic play and constructive play. He thinks that play is assimilating and children make their own environment through the four different type of play. Piaget (1948) believed that children adapt and develop on their own experience. It is recognised in placement by practitioners because it gives them a guideline on the teaching they should be providing children with and enhance the children to develop their learning and skills. Practitioners could do this by respecting the children’s ideas, suggestions and opinions when they carry out an activity or task. Planning is early years settings should be used because it helps practitioners to get to know the child better by observing them in order to meet each individual child’s needs and plan accordingly to their stage of development and abilities to future help them develop their skills, abilities and development. They should plan for this by using weekly plans because each child is unique and they develop at their own rate which will allow them to make daily/weekly changes according to what they observe and see the children do and learn. Bibliography: Books: Tassoni. Penny, Kate. Beith, Kath. Bulum and Harriet. Eldridge (2007) CACHE level 3 Child Care and Education 4th edition, London: Heinemann Websites: East Sussex County Council (2012) – Early Years Foundation Stage [online] available at: https://czone. eastsussex. gov. uk/supportingchildren/childcare/support/eyfs/Pages/main. aspx Assessed on: 6th November 2012 How to cite External Reserach – Childcare Level 3, Papers

Bioethics for Medical Nutrition and Hydration - MyAssignmenthelp

Question: Discuss about theBioethics for Medical Nutrition and Hydration. Answer: Medical nutrition and Hydration is the intervention that is developed by medical research and practice to meet the nutrition and the water needs of the patient. Withholding or withdrawing of this intervention may lead to dying of the patient due to malnutrition and dehydration (1). Medical nutrition and Hydration is given to patients in various clinical situations such as difficulty swallowing or feeding themselves, if the patient is unconscious or is permanently unresponsive or in case of advance life threatening illness or if the patient is dying (2).The essay deals with the argument that Medical nutrition and Hydration is routinely provided to the patients, including those with the post-comma unresponsiveness. In response to the argument the essay aims to critically assess the arguments for and against the withdrawal of Medical Nutrition and Hydration or MNH. Medical nutrition and Hydration is thus provided to the patient in ways other than by mouth. In patients who have lost excess fluids from the body and cannot be feeded orally there are 2 ways to replace the fluids. In such patients, fluid can be put right into a vein also called as intravenous fluid replacement. The fluid can be injected under the skin which is also called as subcutaneous fluid replacement and hypodermoclysis. In some cases a nasogastric tube is put through nose, down the throat and into the stomach (3). There are several problems associated with the MNH. During hypodermoclysis, the speed of the drip changes, the site of the insertion of needle will swell and turn painful and sometimes the blood is collected in the tube, and high risk of infection (4). These are the minor complications which are avoided due to larger benefits of MNH. For instance a person with the advanced life threatening illness may swallow the water and the nutrition needs. If this form of treatme nt is withdrawn then the patient may fall in deep sleep or comma and usually die within 3 weeks. The health care team undergo ethical and legal dilemma when making decision related to giving of the MNH (2). In many cases the people deny this treatment as it is not a medical care (1). There are negative implications associated with the withdrawal of MNH. (5) argued that the withdrawal of this form of care is dictated by the denial of unreasonable obstinacy enshrined in law and is justified by the health complications associated with the withdrawal. In various countries the reluctance in withdrawal of this treatment is due to symbolic value attached with the food and nutrition. If the hydration system is withdrawn then the patient may die badly while suffering from hunger and thirst. Fear of such implication is other factor that hinders the withdrawal of the treatment (6). Further, there is a difficult distinction between the medical act and the euthanasia which is the cause of reluctance in making such decision (7). However, such reluctance can be overcome by ensuring flawless accompaniment, appropriate comfort care and associating sedation with clear justification not only to the caregivers but also to the family members. The rationale and the implication of this type of decision should be made clear by the health care team (8). The patients undergo serious burden of pain and suffering, financial expenditure, high risk of injury and mortality. MNH is provided to the patient even during post comma unresponsiveness. However, withdrawal of treatment in such scenario is mostly demanded by the family members. It is perceived by the family member that MNH does not ensure improvement in the health related quality of life. It is perceived by the family members of the patient in comma that MNH offers no reasonable expectation of maintaining of improving health (6). MNH in case of patients in persistent vegetative state is questionable. MNH is considered morally optional in this case. It can be argued that the treatment in these patients will continue indefinitely as the patient will be permanently unconscious. It is considered waste of health care resources to prolong the life of such patients as nothing can help of harm the patient (8). This prolonged treatment makes people believe that dying is better than MNH. Therefore, withdrawal of MNH in such circumstances is considered justified and is morally requested to be removed by the patients family members. The medical ethicists are concerned about the peoples rights in case of patients in minimally conscious state and permanent vegetative state. They must consider the empirical data pertaining to this situation before applying ethical theories to medico-legal realities. Even in cases where the patient is not in the vegetative state withdrawal of MNH is preferred. According to (2) patients with stroke have severe difficulty in swallowing food and they also have altered state of consciousness. Therefore, they need artificial nutrition and hydration. By law it is a treatment and not considered as basic care. Therefore, it is mandatory for the person to receive this form of treatment else it may lead to risk of severe disabilityand very poor quality of life. In catholic communities the MNH is considered a moral obligation particularly in case of patients with the permanent unresponsiveness where the patient is neurologically incapable of feeding themselves (9). Most people feel guilty of denying nutritional substance to others when they themselves are having it. The decision of withdrawal is criticised by many researchers in this area. In most cases the criticism is the outcome of suspected intentions. In some cases the withdrawal may be requested by the family member with the intention to kill (10). It may also be requested if the family members are overburdened with the treatment cost (11). On the other hand some people perceive that it is unreasonable for the person in persistent vegetative state to be alive in undignified condition. Rather the family members believe that it is reasonable to relieve them of the burden of living (9, 10 ad 11). These suspected intentions cause decision-making by the health care professionals a very difficult process. According to (12) people prefer withdrawal of MNH even if the patient is not permanently unresponsive. In some countries the withdrawal is considered to be justified for instances England and Waless particularly in case of permanent vegetative state of patients. The withdrawal is in patients best interest and is based on judicial approval to reassure the patients families (13). In case of patients with terminal illness people perceive that MNH offers no reasonable expectation. Instead people prefer procedures that can improve the heath without creating serious burden on the patient or on the family care givers (10). If there is limited life expectancy of the person then it is justified to withdraw MNH (11). It can be morally requested to withhold MNH if the patient is unable to handle the pain and suffering associated with the artificial hydration system. However, the burden cannot be determined by the care givers or the health care professionals. It can only be determined by the pat ient followed which the health care professionals and the law can be obliged to approve withdrawal. It was argued by (12) that even if the patient is not terminally ill MNH should be morally optional considering the extreme distress caused to the person. Such situation may be possible although tragic. However, making this decision is complicated as a person has high potential to recover from non terminal illness. In this case maintaing the improving health is perceived essential y the healthcare professional (1 and 2). This decision is critical because it is difficult to find the distinction between trying to commit suicide and refusing the oral nourishment (13). This, moral dilemma cannot be resolved easily for instance if food is causing extreme distress then it is reasonable to refuse medical nutrition from the patient perspective (14). This idea is consistent with (tragic situation) leaving reasonably and taking reasonable care of our life (15). The decision to withdraw MNH from terminally ill patients is less complicated when compared to making similar decision in case of peop le in permanently vegetative state as they later cannot express their concern related to distress or refuse the treatment. In case of the patients who are in persistent vegetative state the health care professionals face moral and ethical dilemma to withhold r withdraw the MNH. It is due to various suspicious arguments put forward by the family members and relatives in this context. Withdrawal is considered to be killing by many people which leads to the argument of rights. Since everyone has the right to live, killing cannot be morally justified. These conflicts have remained unresolved since decades (10, 11 and 14). Further, an important aspect of ethical question in many situations is the quality of life is. This may be irrevalant to the moral questions about preserving life. Further, arguments against withdrawal of MNH involve needless suffering which is unreasonable (16). In case of dementia patients MNH may be more burdensome or frightening as they cannot comprehend what is happening (17). In conclusion, the review of literature from decades of research in this area concludes the decision to withdraw or withhold MNH from patients in terminal, non-terminal illness, permanently unresponsive state as indecisive. This is the outcome of various suspicious arguments in regards to MNH. These arguments are made in face of many unresolved theological issues and uncertainty of the treatment. Based on the discussion, the withdrawal of MNH may be justified to some extent in case of patients with terminal illness or fatal pathology. However, the same may not be justified for patients in the permanent vegetative state and it is still debatable if they should generally be allowed to die. It can be concluded that MNH is morally justified in case it helps a patient to achieve a good life, provided it should be given to an extent that it can be achieved. It is justified to embrace something that is least worse. It is morally unjustified if MNH does not help achieve a good life. It is re commended that the health care professionals should make decisions related to nutrition and hydration which should be guided by the presumption in favour of MNH. A decision to withdraw such treatment should be based on careful assessment of the positive and negative factors, benefits and burdens of MNH for each patient, their family and community. Withdrawn must not be done with the intention to cause death. However, it is justified if MNH offers no reasonable hope of sustaining life. It is also justified in case there are excessive risks or burdens. There is a need of developing more effective and humane mechanism for reviewing best interest decisions about MNH withdrawal from these patients. References Kitzinger C, Kitzinger J. Withdrawing artificial nutrition and hydration from minimally conscious and vegetative patients: family perspectives. Journal of medical ethics. 2015 Feb 1;41(2):157-60. Tannier C, Crozier S, Zuber M, Constantinides Y, Delezie E, Gisquet E, Grignoli N, Lamy C, Louvet F, Pinel JF. Withdrawal of artificial nutrition and hydration in severe stroke: medical, legal and ethical considerations. Revue neurologique. 2015 Feb;171(2):166-72. King JO. Nutritional Care of the Terminally Ill Adult. Nutrition and Hydration in Hospice Care: Needs, Strategies, Ethics. 2016 Apr 15. Maillet JO, King D. Nutritional Care of the Terminally 111 Adult. Nutrition and Hydration in Hospice Care: Needs, Strategies, Ethics. 2016 Apr 15:37. Vashi P, Popiel B, Lammersfeld C, Gupta D. Outcomes of systematic nutritional assessment and medical nutrition therapy in pancreatic cancer. Pancreas. 2015 Jul 1;44(5):750-5. Vashi P, Popiel B, Lammersfeld C, Gupta D. Outcomes of systematic nutritional assessment and medical nutrition therapy in pancreatic cancer. Pancreas. 2015 Jul 1;44(5):750-5. Pengo V, Zurlo A, Voci A, Valentini E, De Zaiacomo F, Catarini M, Iasevoli M, Maggi S, Pegoraro R, Manzato E, Giantin V. Advanced dementia: opinions of physicians and nurses about antibiotic therapy, artificial hydration and nutrition in patients with different life expectancies. Geriatrics gerontology international. 2017 Mar 1;17(3):487-93. Druml C, Ballmer PE, Druml W, Oehmichen F, Shenkin A, Singer P, Soeters P, Weimann A, Bischoff SC. ESPEN guideline on ethical aspects of artificial nutrition and hydration. Clinical Nutrition. 2016 Jun 30;35(3):545-56. Hermann DH. Artificial Nutrition and Hydration and the Patient in Persistent Vegetative State: Roman Cahtolic Magisterial Teaching on the Right to Refuse Medical Treatment versus the Obligation to Provide Ordinary Care. U. Dayton L. Rev.. 2015;40:407. Somers E, Grey C, Satkoske V. Withholding versus withdrawing treatment: artificial nutrition and hydration as a model. Current Opinion in Supportive and Palliative Care. 2016 Sep 1;10(3):208-13. Leheup BF, Piot E, Goetz C, Quilliot D, Niemier JY, Wary B, Ducrocq X. Withdrawal of artificial nutrition: influence of prior experience on the perception of caregivers. American Journal of Hospice and Palliative Medicine. 2015 Jun;32(4):401-6. Marcus EL, Golan O, Goodman D. Ethical Issues Related To End Of Life Treatment In Patients With Advanced DementiaThe Case Of Artificial Nutrition and Hydration. Diametros. 2016 Dec 20(50):141-60. Piot E, Leheup BF, Goetz C, Quilliot D, Niemier JY, Wary B, Ducrocq X. Caregivers confronted with the withdrawal of artificial nutrition at the end of life: prevalence of and reasons for experienced difficulties. American Journal of Hospice and Palliative Medicine. 2015 Nov;32(7):732-7. Tang ST, Wen FH, Liu LN, Chiang MC, Lee SC, Chou MC, Feng WL, Lin YC, Liu IP, Kuo YH, Chi SC. A decade of changes in family caregivers' preferences for life-sustaining treatments for terminally Ill cancer patients at end of life in the context of a family-oriented society. Journal of pain and symptom management. 2016 May 31;51(5):907-15. Higgins I, Riet P, Sneesby L, Good P. Nutrition and hydration in dying patients: the perceptions of acute care nurses. Journal of clinical nursing. 2014 Sep 1;23(17-18):2609-17. Gent MJ, Fradsham S, Whyte GM, Mayland CR. What influences attitudes towards clinically assisted hydration in the care of dying patients? A review of the literature. BMJ supportive palliative care. 2015 Sep 1;5(3):223-31. Testoni I, Di Lucia Sposito D, De Cataldo L, Ronconi L. Life at all costs? Italian social representations of end-of-life decisions after President Napolitanos speechMargin notes on withdrawing artificial nutrition and hydration. Nutritional Therapy Metabolism. 2014 Jul 1;32(3):121-35.

Current Capabilities & Marketing Objectives-Samples for Students

Questions: 1.What legislations and regulations do you need to consider in a Marketing Plan? List 3 and explain. 2.How will you adjust your Marketing Plan in response to Stakeholders feedback? 3.What strategy will you use if gap exists between Current Capabilities and Marketing Objectives? Answers: 1.Various legislation and regulation should be considered in a marketing plan as follows; on the first is the warranties and the guarantees. The marketing professionals should pay a close attention when it comes to consumer guarantees that are covered in the Australian consumer law. These regulation are related to the marketing since they are described in the marketing to the customers before they can make a purchase. A specific when it comes to the law of Australia is that the vendors guarantee policy does not override on the guarantee protections which are provided by the Australian consumer law. Another legislation is that of privacy. Individuals are provided with privacy of the information protection under the law in the Australian Federal Government. The organization need to ask for the permission to collect as well as use their information, as well as obligation to disclose on the information that is to be kept private. Another legislation that needs to be considered is the adv ertising standards. In Australia it is the advertising standards Bureau which administers on the advertising self-regulation. On this regulation recognizes that the advertisers share the common interest when it comes to promoting of the consumer confidence and the respect for the general standards of the advertising. There is a free public service of the complaint resolution 2.When it comes adjusting on the marketing plan from the response given by the stakeholders it is important to implement a few things as follows; one is to establish a clear objectives. It is important to communicate the marketing goals in the context of the broader corporate business. I would establish some short and long term objectives including the metrics in order to evaluate the progress towards these objectives and incorporate on the feedback provided if they are within these objectives. The next way on how to adjust on the marketing plan would be to look at the piece of the feedback and be able to pinpoint what is falling short of the goals in the marketing plan. If the feedback is aligned towards the objectives formulated it would be necessary to draft a control and monitoring plan that is aligned with the initial plan. This would help control as well as monitor on the changes that have been made. 3.The strategy to use would be the competitive strategy. The competitive strategy is defined for a given business on which it would compete. It would hinge on the capabilities of the company, their strength as well as the weakness in relation to the characteristics of the market and the corresponding capabilities of the competitors. The competitive strategy aims at creating a defensive position when in the industry and it will enable the organization to generate a superior return of investment. Further, the strategy will play a role when the industry is competitive and the consumers are provided with the needs they want. In the process of creating of the marketing strategy to consider on my factors. This strategy will address on unique considerations, and it is not reasonable to identify on the significant factor at the generic level

The Power of Invisible Strengths free essay sample

What is the first thing you think of when you hear the term invisible strength? When I first heard it, all I could think about was a body-builder wearing the invisibility cloak from Harry Potter. After reading The Joy Luck Club however, I realize that Invisible strength is a trait that we should all strive to get. Invisible strength comes in many forms and does many things. In the Joy Luck Club, Amy Tan is trying to show that even in the worst of circumstances, people can gain control over their own lives with the motif of invisible strength. This motif develops within the Jong family between both Lindo and Waverly. Lindo first discovers invisible strength as a young girl living in China. She is forced into a marriage she does not want and learns that she has to remain strong. â€Å"I asked myself, What is true about a person? [†¦] And then I realized it was the first time I could see the power of the wind. We will write a custom essay sample on The Power of Invisible Strengths or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I couldn’t see the wind itself, but I could see it carried the water that filled the rivers and shaped the countryside. † (58) In this moment Lindo realizes the power of the wind, a recurring symbol of invisible strengths. The wind is invisible yet strong. This realization allows her to stay strong and push through her troubles. She does this while still remaining true to herself. â€Å"I wiped my eyes and looked in the mirror. I was surprised at what I saw. [†¦] I was strong. I was pure. I had genuine thoughts inside that no one could see, that no one could ever take away from me. I was like the wind. † (58) Lindo’s realization that she is like the wind helps her recognize that she does not only have to push through her problems, she has to solve them. Amy Tan is showing that this ability to remain invisible and strong is needed for individuals to take control of their own lives. Later, in the story â€Å"Rules of the Game†, Waverly shows signs of having this same trait. â€Å"Lau Po, as he allowed me to call him, turned out to be a much better player than my brothers. I lost many games and many Life Savers. But over the weeks, with each diminishing roll of candies, I added new secrets. † (95) Though this passage is not as life altering as Lindo’s, it shows that when she loses many games of chess, she doesn’t quit. Waverly also starts to gain new tricks to use in chess, which is a game where people must be able to hide their future moves and appear invisible to win. This reveals that both mother and daughter are able to use their invisible strengths to persevere in tough times and learn how to improve their lives. After Lindo realizes that she is strong like the wind, she uses her new found strength to fix her problems. When Lindo is forced into her first marriage, her mother-in-law gives her a lot of gold jewelry.   In Chinese culture, metal makes wives heavy, which in turn lets them settle down and be good housewives. However, once the mother-in-law believes the metal is making Lindo infertile, she takes it all away. Without the metal Lindo feels empowered. And it was good news for me too. Because after the gold was removed from my body, I felt lighter, more free. They say this is what happens if you lack metal. You begin to think as an independent person. That day I started to think about how I would escape this marriage without breaking my promise to my family. † (63) Here, Lindo realizes that she needs to escape her marriage while also staying true to herself and her promise to her family. Lindo uses her invisible strengths to trick the mother-in-law into believing the marriage was doomed and that her son, Lindo’s husband, will die. Waverly also uses her invisible strength as a child to win chess games. â€Å"As I began to play, the boy disappeared, the color ran out of the room, and I saw only my white pieces and his black ones waiting on the other side. A light wind began blowing past my ears. It whispered secrets only I could hear. â€Å"Blow from the South,† it murmured. â€Å"The wind leaves no trail,† I saw a clear path, the traps to avoid. † (96) Multiple times in the book, invisible strength is referred to as the wind. The wind is unseen yet has power. Here, Waverly’s moves are unseen and being a nine year old girl makes her an unexpected opponent. This gives her power over her opponents and allows her to become a national chess champion. Amy Tan uses the hidden knowledge and tricks of the Jong family to show how someone is able to be strong and unexpected. The Joy Luck Club stories about the Jong family are stories of strength. The girls need this strength to be where they want to in life. They both remain strong in tough times, notice things others do not and use it as hidden knowledge, and make people think they are weak when they actually wield power. Amy Tan shows that invisible strength is needed to let individuals gain control of their own lives.

EFL Learners

Fun Survey for ESL/EFL Learners A common comment made by new English students is that they want to improve their conversational skills. In fact, many students complain that their grammar is OK, but, when it comes to conversing, they feel they are still beginners. This makes sense - especially in academic settings where the emphasis often tends towards structural knowledge. As a first year, enthusiastic ESL/EFL teacher, I can remember striding into class ready to help students converse - only to find out that what I had chosen was of little or no interest to my students. I stammered through the lesson, trying to cajole my students into talking - and, in the end, doing most of the talking myself. Does this scenario sound slightly familiar? Even the most experienced teacher runs into this problem: A student wants to improve his/her speaking ability, but getting them to state an opinion is like pulling teeth. There are many reasons for this common problem: pronunciation problems, cultural tabus, lack of vocabulary for a given topic, etc. In order to combat this tendency, its good to gather a little background information on your students before you begin your conversation lessons. Finding out about your students well ahead of time can also assist in: planning out longer arcs of learning topicsunderstanding the personality of your classgrouping students for activitiesfinding the right authentic materials that will hold your classs attention through the tough bitssuggesting individual research topics for class presentations Its best to distribute this type of fun survey during the first week of class. Feel free to distribute the activity as homework. Once you understand the reading and study habits, as well as the general interests of your class, you will be well on your way to providing engaging materials that will actually encourage your students to say more than yes or no the next time you ask them to make a comment. Fun Survey for Adult ESL/EFL Learners Imagine you are having dinner with your best friend. What topics do you discuss?Imagine you are having a work lunch with colleagues. What topics do you discuss that are non-work related?What do you like best about your profession?What do you like least about your profession?What do you like to read? (circle items)FictionAdventure storiesHistorical fictionScience fictionComic booksThrillersShort StoriesRomance novelsOther (please list)NonfictionBiographyScienceHistoryCookbooksSociologyComputer manualsOther (please list)Do you read any magazines or newspapers? (please list titles)What are your hobbies?What places have you visited?What type of things do you like: (circle items)GardeningGoing to museumsListening to music (please list type of music)MoviesWorking with Computers / Surfing the InternetVideo gamesWatching TV (please list programs)Playing sports (please list sports)Playing an instrument (please list instrument)Other (please list)Think about your best friend, husband or wife fo r a minute. What do you have in common with him/her? Fun Survey for Student ESL/EFL Learners Imagine you are having dinner with your best friend. What topics do you discuss?Imagine you are having lunch with classmates. What topics do you discuss that are school related?Which courses do you most enjoy?Which courses do you least enjoy?What do you like to read?  (circle items)FictionAdventure storiesHistorical fictionScience fictionComic booksThrillersShort StoriesRomance novelsOther  (please list)NonfictionBiographyScienceHistoryCookbooksSociologyComputer manualsOther  (please list)Do you read any magazines or newspapers?  (please list titles)What are your hobbies?What places have you visited?What type of things do you like:  (circle items)GardeningGoing to museumsListening to music  (please list type of music)MoviesWorking with Computers / Surfing the InternetVideo gamesWatching TV  (please list programs)Playing sports  (please list sports)Playing an instrument  (please list instrument)Other  (please list)Think about your best friend for a minute. What do you have in common with him/her

Feminism Essay Example | Topics and Well Written Essays - 500 words

Feminism - Essay Example The three theories are symbolic interaction, conflict theorist and functionalism. Of the three theories, symbolic interaction comes closest to supporting feminism.Functionalism is primarily concerned with the role that gender plays in social order. Conflict theorists are focused on the influence of gender in society. Functionalism and conflict theories are far too narrow in their interpretation to encompass all of the issues associated with feminism. Symbolic interaction, on the other hand is broader and far more relevant in its application to feminism. Symbolic interaction focuses on 'gender as socially constructed and how people do gender in everyday life.' (Lindsey. p.18) A combination of both biological differences and cultural beliefs have combined to contribute to the social construction of gender and the treatment of women in general.(Lindsey p.48). As Lindsey pointed out, 'socialization is the lifelong process by which, through social interaction we learn our culture, develop our sense of self, and become functioning members of society.'(p.51) In this vein, gender socialization is a method by which patterned gender roles are delegated as a result of a history of social interaction. Interaction operates to indoctrinate us by dictating our attitudes toward all social classes and groups and the persons comprising respective groups. Interaction is a learned behavior. The oppression of women in the feminist's view, is also a learned behavior. 'Gender roles are learned directly, through reprimands and rewards, and indirectly, through observation and imitation.' (Lindsey p.55) From an early age, children are segregated in play groups where boys take on stronger, more aggressive roles and girls take on the more nurturing roles.

What's the Good of Plato's Republic Essay Example | Topics and Well Written Essays - 1750 words

What's the Good of Plato's Republic - Essay Example said to be parallel to ascent which is described in the cave parable implying that for all terms in epistemological promotion there exist corresponding different objects or object. Looking at the analogy of divided line, it is worth noting that forms are different from things which are perceptible. Also, accessing epistemic things is not related in any way to intelligent forms. The stages in the ascent of the cave are given as prisoners being chained, prisoners in the cave who are not chained, those who use sun’s light to view things which are perceptible and those who see the sun and understand the power of the sun. States of mind which are four in number are distinguished as for four unique stages using the ascent from the cave as3: The unchained prisoners who are not able to be up the steep which was considered to be steep saw artifacts and fire that casted shadows on walls4. Such prisoners are said to see more clearly and correctly since they were seeing what is closer to real or more real. However, before prisoners grew accustomed to what they saw, they are forced to think the shadows are true as compared with what they were then able to see. The prisoners, who managed to be in the cave via the rough steep wall, are said to be in day light and they are dazzled at the beginning. After the dazzling they saw shadows, reflections and perceptible things in that order5. Afterwards, they saw the sky, the moon and the stars. The prisoners who managed to be out of the cave are said to have seen the real sun or the sun as it is. After seeing the sun itself, they realized that the sun is responsible for the change of years and seasons. Such prisoners are said to have overseen everything in topos of visibility. This group of people is said to have seen all the visible; they have attained the final goal of visibility. The sun is responsible for the provision of light which is used in seeing things. This sun is viewed to be analogous to good6. The term good refers to