Marketing Plan for Nissin Foods - 1701 Words

BUS205 Marketing Management Individual Written Assignment Marketing Plan for NISSIN FOODS Name: Tai Kwong Fai Sam Student No.: 1191650 As we all know, NISSIN Foods (æâ€" ¥Ã¦ ¸â€¦Ã© £Å¸Ã¥â€œ ) is the first company in the world to make instant noodles and the oldest and largest manufacturer of instant food in Japan.. But, time flies and everything has changed. Since the market of instant noodles has changed a lot, NISSIN is facing some challenges. Thus, NISSIN Foods have to change their marketing strategy if they want to maintain their success. In this essay, I will focus on the instant noodles strategy for NISSIN Foods in the next five years. Background NISSIN was established in 1958. It established their most popular brand Demae Ramen and manufactured the†¦show more content†¦The relationship between the distribution place and the sales volume is very close. SWOT Analysis 1. Strength NISSIN is the first company in the world to make instant noodles which has 52 years experience in producing instant noodles and its trusted image has been deeply-rooted all over the world because of its quality products. Thus, there are a number of loyalty customers for NISSIN. Nowadays, instant noodles are nearly a necessary for every family. So, we can observe that when many households go to supermarket, instant noodles must be one of the items that they would buy. So, it is a guarantee of the sales volume of NISSIN because of its trusted image and the excellent product. 2. Weakness Weak strategic planning would be the weakness of NISSIN. Nowadays, more and more people are becoming healthier conscious. When they choose food to eat, they would like to take health into consideration. So, they may have negative attitude towards instant noodles because of recent reports. SAUTAO is the one manufacturer producing non fried instant noodles which can cater different customers’ need. There are no non fried instant noodles produced by NISSIN in the market. So, there are some customers that NISSIN did not target. The management of NISSIN does not change the marketing plan. So, although the sales volume of NISSIN is flatten in recent years, it would not have a new breakthrough. Weak strategic planning is the main reason. 3. Opportunities Nowadays, there are more and moreShow MoreRelatedCultural Differences and Global Marketing2042 Words   |  9 PagesCultural differences and global marketingCultural differences and global marketing The progress of humanity and human beings can be attributed to one important factor and that is the strong capability of human beings to understand and adapt to cultural differences. Respecting cultural differences has brought the human beings close together and has tied them in a strong bond. 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Annotated Bibliography - 1469 Words

Annotated Bibliography Tyre, Peg. The Writing Revolution. The Atlantic. The Atlantic, Oct. 2012. Web. 20 Feb. 2013. The writing Revolution is written by Peg Tyre, who is the director of strategy at the Edwin Gould Foundation. He describes an education reform the occurred at Dorp High School, a school which otherwise may have been closed due to poor academic performance. The schools leader, Deirdre DeAngelis, drastically reformed the school’s curriculum and teaching methodology. The faculty, using DeAngelis’ methods, achieved significant success in improving their student’s academic achievements. They did so by focusing on the fundamentals: analytical and structured writing. In the article, Tyre describes the case of†¦show more content†¦Annie doesn’t give cite specific findings or representative data. However, she does list three studies, where further information can be found. Beard, Roger, and Andrew Burrell. Investigating Narrative Writing By 9–11-Year Olds. Journal Of Research In Reading 33.1 (2010): 77-93. Academic Search Premier. Web. 20 Feb. 2013. This journal article is published by Roger Beard and Andrew Burrell Roger is a professor of Primary Education and Head, School of Early Childhood and Primary Education at the Institute of Education, University of London; Andrew is School of Early Childhood and Primary Education, Institute of Education, University of London. They make a standardised task with repetitive design to study narrative writing by 112 elementary students (60 boys, 52 girls) in England. The test includes a 10-minute description writing task and a 30-minute narrative writing task, and the kids are been teaching by specially trained panels. From the test, the students writing have been increased. The author state, â€Å"More specifically, there was greater use of action to develop character and main event, connectives to inject suspense, exclamations for impact, adventurous vocabulary to add interest and verbs to emphasize action, thoughts or feelings.† (90) The result of this study would be beneficial on researching literacy education and childrens interest. This is a great source for writing education, because it has many data fromShow MoreRelatedMy First Semester Of English913 Words   |  4 Pages Writing project four was my favorite project this semester because it was an exciting topic, because of the pop- culture texts we were able to choose from. This paper encourage me to use the tools I had used from the previous papers. The Annotated Bibliography taught me how to summarize a detailed article. 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Benefits of Feedbacks for Exponential Growth of Any Business

Question: Discuss about theBenefits of the Interpersonal Skill of Feedback in the Workplace. Answer: Introduction The practice in which people exchange information, meaning, and state of mind through non-verbal and verbal messages and which is face-to-face message is what is referred to as interpersonal communication (Beebe et al., 2014). Interpersonal communication is how the language is conveyed and the nonverbal communications sent in a tone of gestures, facial expression, and body language. Interactive Communication Skill of Feedback Whenever people are communicating, the listeners will respond to the message delivered to them. The response of the audience enables the speaker to learn how the audience received the message. The message from the recipients which allows the speaker or the sender to know how accurately the message was received is referred to as a feedback. Feedback could either be in the form of facial expression, in which the audience respond by using facial expressions or in the verbal form in that listeners respond by commenting (De Janasz et al., 2014). For instance, when the audience does not understand what the sender is conveying, the audience will show through facial expression. Also, when the audience is clearly and accurately getting and interpreting the message, their facial expression will point out. Benefits of the Applying Interpersonal Communication in the Workplace The interpersonal communication skill of feedback is very crucial at a place of work. The employees and the managers ought to have effective feedback skills. For instance, the employees must show the manager that they have not understood the directions given or offered to perform an individual task. The worker should signify any misunderstanding through verbal feedback (Baker et al., 2014). Verbal feedback is more effective in that the sender repeats instructions immediately. Conclusion Interpersonal communication skill is the process in which people exchange information face-to-face. One of the interpersonal skill is feedback, which is the way the audience convey the message to the sender on how they have received the communicated message. Feedback is crucial in the workplace because it enables a fast flow of work. Reference List Baker, A., Perreault, D., Reid, A. and Blanchard, C.M., (2013). Feedback and organizations: Feedback is good, feedback-friendly culture is better.Canadian Psychology/Psychologie canadienne,54(4), p.260. Beebe, S.A., Beebe, S.J. and Redmond, M.V., (2014).Interpersonal communication: relating to others 7th edn, Allyn and Bacon, Boston. De Janasz, S. C., Crossman, J., Campbell, N., Power, M. (2014).Interpersonal Skills in Organisations(2nd ed.). North Ryde, N.S.W.: McGraw-Hill.

Martin King And Malcolm X Essays - Counterculture Of The 1960s

Martin King And Malcolm X Martin Luther King and Malcolm X two men vying for the same outcome but each at opposite sides of the spectrum. King was raised in a comfortable middle-class family where education was stressed. On the other hand, Malcolm X came from an underprivileged home. He was a self-taught man who received little schooling and rose to greatness on his own intelligence and determination. Martin Luther King was born into a family whose name in Atlanta was well established. Despite segregation, Martin Luther King's parents ensured that their child was secure and happy. Malcolm X was born on May 19, 1925 and was raised in a completely different atmosphere than King, an atmosphere of fear and anger where the seeds of bitterness were planted. The burning of his house by the Ku Klux Klan resulted in the murder of his father. His mother later suffered a nervous breakdown and his family was split up. He was haunted by this early nightmare for most of his life. From then on, he was driven by hatred and a desire for revenge. Each mans childhood upbringing I believe was responsible for their later assault on Civil Rights Both men ultimately became towering icons of contemporary African-American culture and had a great influence on black Americans. However, King had a more "positive" attitude than Malcolm X, believing that through peaceful demonstrations and arguments, blacks will be able to someday procure full equality with whites. Malcolm X's despair about life was reflected in his angry, pessimistic belief that equality is impossible because whites have no moral conscience. King basically adopted on an intergrationalist philosophy, whereby he felt that blacks and whites should be united and live together in peace. Malcolm X, however, promoted nationalist and separatist doctrines. For most of his life, he believed that only through revolution and force could blacks attain their rightful place in society. Both X and King spread their message through powerful, hard-hitting speeches. Nevertheless, their intentions were delivered in different styles and purposes. "King was basically a peaceful leader who urged non-violence to his followers. He traveled about the country giving speeches that inspired black and white listeners to work together for racial harmony." (pg. 135, Martin Luther King Jr. and the Freedom Movement) Malcolm X, for the most part, believed that non-violence and integration was a trick by the whites to keep blacks in their places. He was furious at white racism and encouraged his followers through his speeches to rise up and protest against their white enemies. After Malcolm X broke away from Elijah Mohammed, this change is reflected in his more moderate speeches. Malcolm X and Martin Luther King's childhood's had powerful influences on the men and their speeches. Malcolm X was brought up in an atmosphere of violence. During his childhood, Malcolm X suffered not only from abuse by whites, but also from domestic violence. His father beat his mother and both of them abused their children. His mother was forced to raise eight children during the depression. After his mother had a mental breakdown, the children were all placed in foster homes. Malcolm X's resentment was increased as he suffered through the ravages of integrated schooling. Although an intelligent student who shared the dream of being a lawyer with Martin Luther King, Malcolm X's anger and disillusionment caused him to drop out of school. He started to use cocaine and set up a burglary ring to support his expensive habit. Malcolm X's hostility and promotion of violence as a way of getting change was well established in his childhood. Martin Luther King lived in an entirely different environment. He was a smart student and skipped two grades before entering an ivy league college at only the age of 15. He was the class valedictorian with an A average. King paraded his graduation present in a new green Chevrolet before his fellow graduates. He was raised in the perfect environment where dreams and love were generated. King and X's childhood's are "a study in polarity." (pg. 254, Reflecting Black) Whereas, Malcolm X was raised in nightmarish conditions. King's home was almost dream-like. He was raised in a comfortable middle-class home where strong values matured his sense of self-worth. Sure, many have admired Malcolm X and Martin Luther King for the way that they preached. "Both King and Malcolm X promoted self-knowledge and respect for one's history and culture as the basis for unity." (pg. 253, Reflecting Black.) Other than the fact that they were similar in some ways, they also had many differences

The Internships That Let You Travel The World

The Internships That Let You Travel The World Most interns slave away in an office, 40 hours a week, filing and fetching coffee. Some travel the world. It isn’t the easiest sort of gig to find, but it is out there. Cruise the Seas for CashFor example, Royal Caribbean UK Ireland are currently searching for a summer intern- an Instagram user, age 21 or older, who wants to sail the seas this summer- on them! See Beijing, New York, the Caribbean, the Mediterranean, Barcelona†¦. And you’ll earn money:  £3,000, which is about $3,700.All you need to do is own a smartphone and have a demonstrable ability to â€Å"capture stunning views, extraordinary experiences, beautiful sunsets and amazing stories on social media†- and be savvy with all 23 filters.If this sounds like the job for you, you’d be looking at perks like water slides and ice cream buffets, not to mention swimming pools and tons of other free things.Get Paid to ChugIf you get seasick, however, you could consider another wildly exciting int ernship- this one drinking beer. World of Beer is looking for interns to travel the world and†¦ drink beer. Imagine a tour of the best beer-drinking cities in the world, and you sampling their finest wares.This internship actually pays $12,000. So you can make more than your roommate who’s working for Merrill Lynch for nothing. You’ll have to really really like beer, but if you have the requisite passion, you just might have it made.

Military Grave Markers and Tombstones

Military Grave Markers and Tombstones For many, the first introduction to an ancestors military service is at the cemetery when they discover a flag or military marker next to their ancestors grave, or an unknown acronym or image carved on the stone. Common Military Abbreviations United States - Military Abbreviations - Ranks, Units AwardsAustralia - Military Abbreviations TerminologyCanada - Military Abbreviations, Terms and MeaningsGermany - Glossary of Germany military terms and abbreviations Tombstone Symbols May Indicate Military Service Flag - liberty and loyalty. Often seen on military markers.Stars Stripes around an Eagle - Eternal vigilance and liberty. Often seen on U.S. military markers.Sword - often indicates military service. When found on the base of the stone might indicate infantry.Crossed swords - May indicate a military person of high rank or a life lost in battle.Horse - May indicate calvalry.Eagle - courage, faith and generosity. May indicate military service.Shield - Strength and courage. May indicate military service.Rifle - often indicates military service.Cannon - generally indicates military service. When found on the base of the stone it may indicate artillery. Acronyms for Military Groups Veterans Organizations CSA - Confederate States of AmericaDAR - Daughters of the American RevolutionGAR - Grand Army of the RepublicSAR - Sons of the American RevolutionSCV - Sons of Confederate VeteransSSAWV - Sons of Spanish American War VeteransUDC - United Daughters of the ConfederacyUSD 1812 - Daughters of the War of 1812USWV - United Spanish War VeteransVFW - Veterans of Foreign Wars

The Issue of Security in the Country Assignment Example | Topics and Well Written Essays - 500 words

The Issue of Security in the Country - Assignment Example The reason is with the advanced technology and varying media fraternities that discuss the security issues in a given country, it is difficult for a country to conceal its security status to the world. One developing country that is currently scaring tourists from visiting its country is Kenya. There have been various terror attacks that have been consequent making tourists afraid of visiting the country as they used to (Obadiah, Nicholas and Josephine 23). The clients in this scenario are the government institutions who try to come up with means of curbing the situation in the country. The issue of security has affected the economic sector of the country. As a result, the government of the country has approached the issue by even employing other security officials including the cabinet secretary of security (Obadiah, Nicholas and Josephine 23). This move is aimed at reviving the current issue of security to ensure that tourists can feel safe to tour the country in large numbers like they used to. To curb the current security threat in the country, the country needs to come up with better and creative strategies that will see its tourism sector revert back to normal. One of them includes placing various security officials, who are well trained and better motivated, in all tourist hot spots in the country. Moreover, they should create awareness on the individuals living in the country to ensure that they report crime offenders because most of the individuals who pose a security threat in the country are well known by other individuals. They should ensure that they report them even if they are their friends or relatives to ensure that their security and that of others visiting the country is guaranteed.  

Myself as a Psychological Practitioner Essay Example | Topics and Well Written Essays - 500 words

Myself as a Psychological Practitioner - Essay Example I also look forward to the opportunity to work while I am waiting to be certified. That is a benefit both economically and professionally. A psychologist, whether certified or a practoners is a person that helps other individuals and I see myself making a career out such a profession. The opportunity to use my education and apply it in a health care profession that helps others has always been my goal. There is always the opportunity available for me to remain as a psychological practoners if that fits my needs the best. There is also always the opportunity for me to go on and become a certified psychologist. I personally feel by being a psychological practoners I will be able to decide which the best fit is for me and what I am best suited to do. Becoming a practitioner in the psychological field requires paper work and meetings of particular standards. These standards are set forth by the American Psychological Association and adhered to by all psychological practitioners and certified psychologists alike practitioner I see myself as a professional and I look forward to being able to work in a profession that has standards and an association that sets them.

Price Fixing and the FTC Essay Example for Free

Price Fixing and the FTC Essay The case was released in the mid-2006, where the Federal Trade Commission has declared that they are challenging the members of the Puerto Rico Association of Endodontists, Corporation or the PRAE (Commissions, 2006). This is because of alleged price-fixing collaborations that they would be charging on several insurance policies and dental services that they offer. They have collaborated and made agreements with 30 other competitors, wherein they fixed their prices at the expense of their consumers. Because of this, the FTC was forced to file a complaint against this company since it decreases the competition between these companies, thus higher costs will be imposed on the consumers. This is a clear violation of the Federal Trade Commission Act, Section number 5. In order for this matter to be resolved, The Puerto Rico Association of Endodontists, Corp. will have to refrain from involving in matters that promote anticompetitive conduct in the coming years.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Through this, the Federal Trade Commission will be able to make sure that these dental services and other necessary health care issues will be given and addressed for the consumers at prices that they could afford. Keeping a competitive environment in the aspect of health care will open up better opportunities for the people, along with lower competitive prices. Letting healthcare be monopolized will lead to higher pricing and less maintenance, and would really be a burden to the people, the consumers. That’s why these health care providers and producers should not act as one; they should not collaborate with each other in their pricing, because it takes away the aspect of competitiveness between them.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The complaints against Puerto Rico Association of Endodontists, Corporation shows that in the year 2003, the company has already began its bargaining with their competitors, thus resulting to the drastic increase in five dental plans already. Another increase occurred during 2004, wherein the prices also went up because of their bargaining. Because of these actions the ones who were jeopardized were the people; they were the ones who carried the burden of increased rates, since these health care issues is a necessity for everyone. The Federal Trade Commission analyzed that these drastic changes in prices have no whatsoever effect on the quality of services offered by the company, thus the additional prices were not really justifiable. It doesn’t lead to a better quality of health care, thus, it is only a waste in the part of the consumers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Given the situation, the Federal Trade Commission proposed a consent order which will be solve the problem at hand. This will hopefully relieve the impact of the alleged anticompetitive actions by the Puerto Rico Association of Endodontists, Corporation and further prevent it from happening again. It would then hinder the company to have any settlements or agreements with other endodontists and negotiate with any payor on the services that they offer, except properly arranged by the organization. Reference: Commissions, F. T. (2006). FTC Charges Puerto Rico Endodontists With Price Fixing.  Ã‚   Retrieved August 4, 2007, from http://www.ftc.gov/opa/2006/07/prendo.shtm

Alcohol and Cigarette Advertisement Essay -- Advertising Marketing

Alcohol and Cigarettes Advertisement How would you feel if one of your family members or close friends told you they have a lung disease or cancer? According to a 1992 national household survey on alcohol, about 7.5% of the United States population (That is about 14 million Americans) abuse or are dependent on alcohol. Also, a recent 2004 Center for Disease Control (CDC) survey indicated that about 21% of US adults are current cigarette smokers. (That is about 44.5 million people).Let me repeat that. These numbers are from 2004. I’m guessing these numbers have increased in the last four years. These numbers are incredible since everyone realizes how damaging alcohol abuse and cigarette smoking can be. After reading a number of health articles as well as reading about horrible deaths caused by alcohol and cigarettes, I would not endorse these products to anyone. For any of you who know someone who smokes or drinks, you might want to tell them about the facts I’m going to tell you today because it might save their lives. Today I’d like to talk to you about first, why alcohol and cigarettes advertisement should be banned Second, I’m going to talk about the importance of the cigarette and alcohol problems in America, and finally, how people in society can benefit if the advertisements were not shown. Alcohol and cigarettes have killed a lot of people in the United States. The people who don’t die directly from drinking or smoking, end up having cancer or one of many diseases when they get older. Some long term effects of alcohol and cigarettes are permanent damage to vital organs, several types of cancers and brain damage. Bryan Curtis, a resident of St. Peterburg, started smoking at the age of 13, never thinking that 20 ye... ...Tourres. "France Ban on Internet Alcohol Advertising Hits Industry." Timesonline.co.uk. 9 Sept. 2008. 12 Nov. 2008. . "Cigarette Smoking." Cancer.org. 9 Nov. 2008 . Fuller, Richard K. "Alcoholism Treatment in the United States an Overview- some 14 million Americans Have an alcohol problem, treatment efforts are described." Findarticles.com. 12 Nov. 2008 . ""He Wanted you to Know"" Whyquit.com. 10 Nov. 2008. "Quotes About Alcohol and ADS." Frankwbaker.com. 12 Nov. 2008

Knowing Your Audience Paper and Communication Release Essay

No one will ever forget the events that took place on August 5, 2010. Many people from all around the world sat glued to their television sets watching a story that most feared would have a tragic ending. The Minera San Esteban Primera Mining Company had a job ahead of them that no company every wants to face. 33 miners were trapped in a small copper mine that had collapsed in northern Chile and they had to report this news to the families, employees, and eventually the world. The minters were trapped 300 meters below ground with very little food, oxygen or water. The first priority was to begin search and rescue efforts to locate these men trapped in the mine and remove them as quickly as possible before there oxygen supplies were depleted. The next daunting task would be to inform the families of these men that an awful accident had taken place and the worst thing that could happen to a miner did. Rescuing these men was the very first priority of the company but keeping everyone else informed on their safety and progress was equally as important since the company had already come under fire for a collapsed mine just a year ago. Since there were so many different groups of people involved in this accident: Family members of the trapped miners, employees of the company, media, investors and spectators across the globe; understanding of the diverse audience would be crucial in conveying the various details that would follow in the hours and days ahead. The message of the trapped miners had to be delivered appropriately to each group of people without any confusion or misunderstanding. What would you say to the wife whose husband was trapped? How could you reassure your employees that were not trapped that they will not fall in the same fate? How could you reassure the investors that this will not happen again? With all those questions unanswered, the company brought in their spokesperson to represent them during the search and rescue of their miners. Bringing someone in to be a familiar face during this accident would bring reassurance to all parties that everything that could be done was being done. A spokesperson was also important because they would be able to convey important information and deliver messages that kept everyone informed. Since the Minera San Esteban Primera Company had an iffy safety record over the years, which actually included some fatalities; maintaining the image of the mining company that their first priority was the trapped miners also became increasingly important. The families of the miners had to be informed first and foremost. The company had to assure the families that they would be the very first ones to be notified of any news concerning the trapped miners. They had to know that everything was being done to protect their loved one’s safety and that a plan for their rescue was in place. As the rescue efforts continued, the families were to be kept informed. In order to ease their stress and worry, face-to-face communication was determined as the best way to bring up-to-date information. This would alleviate any anxiety felt waiting and would help to assure them that their loved ones were the first priority. A place at the scene of the accident, known as â€Å"camp hope† was set up for the families so they could wait for news from below. Each family was given a chance to see and speak to trapped loved ones, via a new fiber optic video line that snaked down to where the men were trapped. Once the families of the miners were updated, the communication could then be shifted to the employees, who needed reassurances of their own. Mining is a very dangerous trade and they needed to know that their futures were not in danger, like their co-workers who were trapped beneath them and that they had a job to return to once this terrible ordeal was behind them. From there the community, investors and media would need to be informed on rescue efforts. Delivering this type of message could be quite difficult given the company’s past track record with regards to safety. The media would want to get their hands on this story and pick it apart to spin a very negative picture. The company would have to realize that announcing to the world that their copper mine had collapsed would have negative consequences. Ensuring that factual information was being delivered in a timely fashion would be critical to the company’s image. To combat all the negative press, the company chose to utilize press-releases along with phone and television interviews to get news out to everyone. The tone with which they delivered this information would also play a huge role in assuring families and spectators that everything was being handled with care and speed. At the end of this two-month rescue mission, all 33 miners had been pulled from the scene and had all survived. Chilean President, Sebastian Pinera, stated he would launch an extensive investigation into the accident (Weik, 2010). The families, workers and community of this small copper mine would be changed forever by the events that took place on August 5, 2010. This long rescue process took careful planning and through the information provided by the company’s spokesperson to all parties involved; everyone felt as if they played a part in the rescue of these brave men. Communication One: Face-to-Face Communication with Family Members Today, August 5, 2010, we received devastating news of a collapsed mine at the San Jose Cave. 33 of our men are now trapped. A crew of men have been sent down to survey the damage and after descending over 400 meters, it was discovered that the ramps had collapsed. We are in full cooperation with investigators to find out exactly what happened. At this time, we do not know anything about the condition of these men. Words will never be able to express how deeply saddened we are by this tragic accident. Our thoughts and prayers are with these brave men and with each one of you as well. Please be patient with us as we begin rescue efforts. We are determined to rescue all 33 men and have already contacted the Chilean government to assist with the rescue efforts. As we get information, we will personally relay that to you. In an effort to provide you with the most up-to-date information, we have established a camp where you may stay while rescue efforts continue at the mine. I wish we had more information at this time but this is all we know. Our only priority is ensuring the safety and well-being of these men. Communication Two: Press Release As of August 5, 2011 a tragic accident occurred in one of our copper mines in San Jose, Chile. A cave-in has left 33 of our miners trapped 700 meters underground. It appears that the roof of the mine collapsed. Rescue workers and government officials have been contacted and are working diligently to locate and rescue our men. We do not know the safety of these men at this time and will work around the clock to determine this. The rescue workers are planning to begin drilling soon to attempt to locate the 33 workers. We are cooperating fully with the Chilean government as well as the Federation of Chilean Mining Workers and the Confederation of Copper Workers. We will continue to operate the mines at this time according to the policies and procedures of these organizations (Parry & Rettner, 2010). Our thoughts and prayers go out to all the miners, families, employees and rescue workers. We will keep you all updated as we receive information.

Amazon Case study

Question 1In what ways does Bezos’s decision to develop and deliver the Kindle and Kindle Fire show systematic and intuitive thinking?I think that Bezo’s decision to develop and to deliver the Kindle show systematic and intuitive thinking through competitive strategy to assure the success of the company. Competitive strategy refers to a strategy that is designed to create value for customers by providing lower prices or unique features not offered by rival organizations. This is proven based on Amazon’s quarterly filing ending March 31,2010 when their net sales had increased to 45% in the electronics category. Jeff Bezo, CEO of Amazon.com says â€Å" as we continue to offer increased selection, lower prices and additional product lines within our electronics and other general merchandise category, we expect to see the relative mix of sales from this category increase!†Another reason would be seeing an opportunity only Amazon.com can give long form reading to be digitalized. They have analyzed their strengths and capacities that helped them develop a new innovation in the market. From there, they were able to produce a refined product called Kindle that has the ability to review and remember more what a person reads follow people of interest and allows one to see their Public notes and manage his books, highlights, and notes.Question 2How do you describe the competitive risk in Amazon’s environment as Wal-Mart, Barnes and Noble, and other retailers strengthen their online offerings?Having the most of the services that Amazon provides myself it is my go to place for every time I am trying to make a purchase. In my opinion, since Amazon has established a great amount of customers and being the one of the most organized and friendly online place where you can purchase practically anything, it will be hard for other competitors to achieve such results. Also the greatest benefit to some people is not paying taxes on the products tha t they purchase which is currently being disused by the Government to have amazon costumers to pay a tax.Question 3Amazon is continuously looking for new markets to exploit. As CEO Bezos addresses the strategic opportunity of delivering streaming video, he calls on you for advice. Amazon’s presence and technology are already established in this market. But what decision error and traps might cause him to make the wrong decisions regarding Amazon’s future moves, and why? What can he do to best avoid these mistakes?Question 4What are the latest initiatives coming out of Amazon? How do they stack up in relation to actual or potential competition? How has the decision to produce the Fire turned out? Is Bezos making the right decisions as he guides the firm through today’s many business challenges?Latest initiatives that are coming out, is Prime membership.The benefits include:FREE Two-Day Shipping on eligible items. Note: If the item you're ordering is out of stock or unavailable to ship, we'll get it to you two days after it's back in stock. Remember to check the cut-off time shown on the detail page. Items are delivered every day but Sunday, and orders over $1300 may require a signature.FREE Standard Shipping on eligible items. FREE No-Rush Delivery (typical delivery one week after placing an order). Note: You may receive promotional credit for selecting No-Rush Shipping. Credit will be automatically applied to your Amazon.com account once the first package from a No-Rush Shipping-eligible order ships. You'll receive an e-mail as soon as the credit is available. You may select No-Rush Shipping as many times as it's offered to you, but you won't be eligible for the credit if you cancel your No-Rush Shipping order or return items from it.Shipping Upgrades to expedite delivery. Free Prime Instant Video access for paid or free trial members in the U.S. and Puerto Rico. Note: Instant Video isn't available to customers receiving free Amazon Prime shipping benefits through Amazon Student, Amazon Mom, or as guests of another membership.Kindle Owners' Lending Library access to members in the U.S. For more information, go to Kindle Owners' Lending Library. Note: Customers in a paid membership, free trial or receiving a free month of Prime benefits with a Kindle Fire activation are eligible. The Kindle device must be associated with the Prime account that's eligible for the benefit.Early access for members in the U.S. to download a new book for free every month from the Kindle First picks. For more information, go to Kindle First.An estimated 200 million fire tablets have been shipped worldwide since 2009 and another 1 billion are predicted to ship over the next five years. Market intelligence firm ABI Research estimates that 22% of the U.S. tablet users spend $50 or more per month and 9% spend $100 or more – much higher than the spending levels observed for smartphone users. The growing popularity of Amazon’s Kindl e Fire range could mean that a major share of this spending will be re-directed to Amazon’s online storefronts. Since Kindle devices are optimized to run on Amazon’s services, we expect them to drive greater adoption of Amazon’s services. We believe that the content business comprising eBooks and movie/music streaming will be the biggest gainer from the trend.In my opinion he is defiantly making the right moves especially in todays business world.

Reflective Commentary on Group Presentation Task Work Essays

Reflective Commentary on Group Presentation Task Work Essays Reflective Commentary on Group Presentation Task Work Paper Reflective Commentary on Group Presentation Task Work Paper Essay Topic: Reflective This is a report in which our group uses reflection as a process to analyse the experiences and all the group incidents which occurred during our group assignments will be analysed in other to highlight how these experiences, whether positive or negative affected the groups learning outcome or output. Reflection can be defined as a way reviewing an experience of practice so as to describe, analyse, evaluate and as such learn about the practice Reid(1993). From the above definition it can be said that reflection is the process that enables an individual or the group to undertake a retrospective analysis or evaluation of the past experiences or learning in a view to making changes, where necessary. Reflection can be directly linked to learning because it enables an individual or a group of individuals to refer to past experiences, which then enables them to come up with new solutions and ideas to tackle future tasks and problems. According to Rowntree(1988), reflection means studying ones own study methods as seriously as one studies the subject and thinking about a learning task after doing it. He maintains unless this is done, the task will almost certainly be wasted. This report will go on further to analyse and evaluate two critical incidents, which occurred during the group case study of Dyson, and give a conclusion on lessons learned during this reflection. Group formation, development and operating practices. This section highlights the various formation and development processes undergone by our group in other to function efficiently as an effective unit. It explains the different ways in which our group had to identify each others unique personalities and subsequently form and assign group tasks to each member. Using Tuckmans theory Tuckmans model highlights the different stages in team development which is mainly subdivided into forming, storming, norming and performing. Forming : This is the stage in which our group came together and held initial meetings to understand and identify each member. The group was able to appoint a group leader who began to delegate individual tasks and provide general direction and guidance for the group. This is the stage at which our group started to proffer ideas, suggestions and solutions regarding the group task, at this stage some of the group members had a lot of disagreements regarding, some of the suggestions brought forward. Norming At this point the group reaches agreement and consensus regarding the specific roles to be played by every member of the group, at this point the unity in our group was stronger than group initially formed. Performing: At this stage the group was able to function well because each member was able to carry out their assigned task without much interference from the group leader. Using the Belbin Test theory This model describes different team roles of individuals. In our group we had an interesting blend of mostly plant, complete finisher, team workers and resource investigator. Due to the fact that we had about four team workers in the group, we were able to function well by identifying each team role. Critical incident 1 Description of situation: We as a group agreed to meet on a particular day 21-03-2009 to practice and final tune over presentation skills for the Dyson case study. We all agreed to take turns in presentation, so that the best speaker could be identified and selected. When it was time for Nehal, our only female group member she broke down in tears and sobbed for a long period. As a result she could not make her own mock presentation because her emotional state. Analysis of feelings: Nehals emotional break down negatively affected moral of the group because the main presentation day was the following day. We as a group, spent considerable length of time trying to console her and find out the root-cause of her problems. Some group member even felt the group as a whole could be psychologically weighted down on the main presentation day. Evaluation of the experience: We as a group realised that some times it is difficult to keep away some of our private problems from academic life and work. The group also realised the need to consult with other group members whenever a member of group was confronted with certain issues, so that the group member would be excused or not compelled to participate against his/her will. The theory of critical reflection emphasises the need to develop a rationale for practice, enliven the learning environment and so create conditions in which each person is respected, valued and heard (Brookfield 1995) Making sense of the experience: Our group had a good blend of team workers, a plant and a complete finishers using Belbins test. Whereas using the learning style questionnaire, Nehal emerged as an activist, which explains the ease to express her feelings whenever and wherever. What to do if a similar situation reoccurred: Having reflected on these experience, our group has decided that the best way to handle a re occurrence would be to provide all forms of support and encouragement for any distressed group member. The counselling process helps to achieve self understanding and decision making by the counselee, who should be responsible for own actions. (Herr and Cramer; 1992) Critical incident 2: Description of Situation: On the final presentation day group members Abdul and Kashif had a serious disagreement on the final format for the structure of our Dyson project. Kashif had made some of the slides with an inconsistent pattern much was to the disliking Abdul and some other group members. Abdul felt the inconsistent designs could cost the group some marks. Analysis of Feelings: Kashif clearly believed he had done a fantastic job of designing the slides and so would not welcome any designs. Abdul couldnt understand why Kashif was so head strong about making changes to the slides. Although the other group members slightly disagreed with kashif, they all wanted and amicable solution to the problem. Evaluation of Experience: The group eventually realised that the disagreement had a positive effect on the over all performance of the group, because some of the slides were eventually changed and as a result the group scored highest on the day. This is in line with a theory that critical reflection start to occur when individuals question information, ideas or behaviour. (Merriam and Brockett, 1997) Making Sense of the Experience: According to the Belbins test Kashif emerged as a complete finisher which explains why he found it a bit difficult to take the new ideas being given by Abdul who was a team worker, the group interestingly had a plant that came up with great ideas to forge the group ahead. What to do if Situation Reoccurred: The group resolved that in the case of reoccurrence, the lessons from the past experience would enable us to establish a unified approach to group work to alteration and changes. The theory of evaluation relates to the process in which hypothesis leads to observations, which gives ways to empirical generalization and finally ends up as theories. (Wallace 1971) Conclusion This reflection on the experience of our group has enabled the group to know how to avoid certain problems and to solve Unavoidable problems amicably when they arise. This has enabled us to learn the process of solving new problem, based on the experience gathered during past problems. The concept of reflective practice has its origins in the conviction that in the context of professional practice, problems and other complex matters are best dealt with by people who can flexibly and intuitively draw on their knowledge of practice rather than apply rules drawn from formal theory. (Foley, 2000) The capacity to reflect on action in other to engage in a process of continuous learning was one of the defining characteristics of professional practice (Donald Schon 1983)

How to Get Rid of a Musty Smell in Books

How to Get Rid of a Musty Smell in Books Have your beloved old books developed a musty smell? Prevention is key to making sure that books dont develop a bad odor. If you store your books in a cool, dry location, theres a much better chance that youll avoid much of the bad odor that old books can develop. Despite your best efforts, though, you may find mold or mildew on your books. Unfortunately, this may make them smell musty. Below, youll find some tips on how to get rid of the bad odor from your books. Consider Where You Are Storing Your Books If you are storing books in a  basement, garage, attic  or storage unit, youll want to address the storage issue before trying to remove the odor, mildew, and mold from your books. If you get rid of the bad smell and then put them right back in a damp storage location, youll see the problem come right back. Too much moisture causes mildew and mold and too much heat can cause the pages to dry out and crumble move your books to a cool, dry location. Protect Them with Dust Jackets Dust jackets protect the book covers, helping to keep the moisture away from the book. But a dust jacket is not a miracle cure. Even if you use dust jackets, be aware of where you are storing your books,  and avoid moist, hot areas, which can increase the likelihood that theyll develop bad-smelling mold or mildew. Avoid Prolonged Direct Contact with Newspaper Some experts used to recommend that you wrap your books with newspapers, or even place sheets of newspaper between the pages of your book. However, prolonged contact with newspapers can cause damage to your books because of acidity in the newspapers. If you do use a newspaper to get rid of the bad odor, be sure that the newspaper does not come into direct contact with your books. Avoid Bleach or Cleansers Bleach (or cleansers) can be destructive to the pages of your books. If the mildew and/or mold is such that you must remove it, use a dry, soft cloth to remove the worst of it. De-Stinkify Your Book In some cases, despite your best efforts, your book will still smell musty, mildewed or just old. Thankfully, theres an easy solution.  You will need two plastic containersone that will fit inside the other one. Pour some kitty litter in the bottom of the larger container. Place your book into the smaller container (without the lid), then put the small plastic container into the larger container with the kitty litter. Place the lid on the larger plastic container. You can leave the book in this book de-stinkifier for a month, which will remove the odor (and any moisture) from the book.  You can also use baking soda or charcoal in your book de-stinkifier.

Journalism, Mass Media and Communication Essay Example | Topics and Well Written Essays - 750 words - 1

Journalism, Mass Media and Communication - Essay Example Public diplomacy makes use of several techniques or channels, one of them being mass media, international broadcasting, in particular. The techniques of mass media are used to directly affect the mass public, while the others especially cultural channels have an orientation towards elite audiences. Public diplomacy has got several geopolitical implementations. For instance, the EU member states are advanced in public diplomacy implementation about their strategies of foreign policy and these days the EU has got a Public Diplomacy Unit and Election Observation in the Action Service of the European External (Gilboa, 1998). Public diplomacy has got a great impact on the power-relation globally. Usually, the nation that advocates for public diplomacy tends to attract more foreigners. When more foreigners move in, the various nations gain because of the investments and taxes the nations subject them to. By the end of the day, the nations that advocate public diplomacy gain (Gilboa, 1998). The hybridity of culture involves the changing of culture as it adapts to various changes. Deterritorialization reinforces the change whereas sets of power relationships that are an unequal condition the change. Cultural industry hybridization represents the global forms and local culture interaction to produce cultural commodities that are dynamically localized. Censorship and adaptation in Malaysia, for instance, are significant hybridization ways monitored and enforced by several non-governmental and governmental bodies (Guan, 2010).

Research and development of media projects. topic about feminism Essay

Research and development of media projects. topic about feminism - Essay Example They were searching for ace ladies without against men with a stance on post-feminism (Litosseliti. 2014, p. 11). The use of term post-feminism appeared in 1980s describing the backlash against second-wave feminism and now it has become a label for a wide range of theories that are critically examining the previous feminist discourses and challenges of second-wave feminism. The media has played a vital role in post feminism as according to Patricia Bradley the movement of feminism was highly packed with the mass media. Feminism believe that the media had presented the women in a manner that was only limited to the cleaner, housekeeper, domestic servant and the sex object to serve the men’s sexual needs. However the medias role also promoted the positive role so that the female could be able to show her abilities in other sectors of life. In the 1960s the female was limited to playing only one role as getting married in her early age of 20 and started her family life being turned into a woman maintaining & keeping house up, taking care the kids of her man and providing the services to her man. Her devotion was limited to her home and she could not be able to expect a lot from her life. Females were legally subjected to her husband via â€Å"head of the family† and there was no right a woman had in terms of property or other legal rights from her husband’s property. The 38% women were limited to the jobs of teaching, nursing or secretary only. In 1960 the percentage of female doctors were 6%, lawyers 3% and the engineers were less than 1%. (Litosseliti. 2014, p. 8). Post-feminism is known as a response against the contradictions that were seen and unlucky deficiencies of the second-wave feminism. It however, speaks to the accomplishment of feminism in the achievements of its objective. The term was utilized generally to represent a contrast with predominating

Discuss the major barriers to entry of new firms into an industry and Essay

Discuss the major barriers to entry of new firms into an industry and how these barriers can either give rise to or maintain a monopoly company - Essay Example Such firms face little or, in some cases, no competition at all. Each firm in perfect competition is a price taker. This means that changes in output by one firm do not shift the industry supply curve sufficiently to alter the price. If the whole industry makes more or less output, the supply will shift and the price will change but not if one firm increases or decreases output, this means each firm can sell all it wants at the given market price. This also indicates that marginal revenue equals price. Since each unit is sold for the same price in such a market structure, marginal revenue also tends to stay constant therefore giving us a straight horizontal line. However, a monopolist faces a downward sloping demand and is able to set either the price or the output, but not both. A profit maximizing monopolist would choose the output where marginal cost equals marginal revenue. This output will be somewhere over the price range where demand is pricing elastic and will be sold at the price consumers will pay. In most instances, the total revenue for such firms are higher than the cost hence enabling monopolies to earn abnormal profits in the short run as well as the long run. In order for a firm to maintain its monopoly power and abnormal profits there must be barriers to the entry of new firms. Barriers to entry are specifically designed to prevent potential firms from entering into a market. They provide firms a degree of market power without losing their existing market share. Barrier to entry anything that allows incumbent firms to earn supernormal profits without threat of entry (Boyes and Melvin, 220-222). The barriers that can be used to create or maintain a monopoly include: The high fixed cost or setup cost can be the toughest obstacle to tackle. The barrier here is access to capital. Only large firm will be able to fund the necessary investment. An established monopoly is likely to have developed specialized

Montessori method in developing childrens creativity

Montessori method in developing childrens creativity How effective is the Montessori method in developing childrens creativity, both during early years education and throughout primary school education? There are currently approximately 700 Montessori schools operating in the United Kingdom, and this number is growing annually (Montessori St. Nicholas, 2010). The vast majority of these schools cater for children between the ages of three and six. However, in more recent times, there has been a gradual establishment of Montessori schools that provide primary school education for children older than six. There are now about thirty such primary schools in the United Kingdom (Montessori St. Nicholas, 2010). Although this is still a relatively small number of schools on a national scale, it is nevertheless an interesting increase to investigate further. These schools use the Montessori method to both educate children, and further their holistic development. Before a brief discussion of what differentiates the Montessori method of education from other educational pedagogies, it is important to know and understand the underlying principles that all Montessori schools adhere to for the benefit of the children who attend them. The Montessori method is based on the ideas and theories of Maria Montessori, an Italian physician who experimented with giving young children more freedom, both to direct their own learning, and work and learn at their own pace. In the process, she arrived at two pivotal (and, at the time, somewhat controversial) conclusions. Firstly, she surmised that young children possessed an innate desire to learn (Montessori, 1994). Secondly, she found that young children, contrary to popular belief, were capable of exhibiting high levels of independence and cognitive development for their age under the right conditions. In this respect, it can be argued that they are being treated as individuals. Montessori (1964) strongly believed that all young children were unique beings and should, therefore, be treated as individuals. Furthermore, she reasoned that young children, as well as having the benefit of self-directed and child-centred learning, should also experience a hands-on approach to educ ation (Lillard, 1980), using learning materials that stimulate all five of the human senses. The interaction with, and the manipulation of, ostensible Montessori materials is, arguably, one of the most renowned aspects of the Montessori method. Broadly speaking, these materials are organised into five basic categories: language, mathematics, sensorial, practical life and culture (Lopata et al, 2005). Pickering (1992) believes that these materials help children to understand what they learn by associating an abstract concept with a concrete sensorial experience. Furthermore, Montessori materials are carefully designed to be both sensorially stimulating to young children, and multifunctional to allow for a more open-ended, divergent approach to learning. Another important theme common to all Montessori materials is that they are of gradually increasing difficulty and complexity (Oberle and Vinson, 2004). It is vital that these learning materials meet these criteria, because, as Montessori (1964) stated: little ones†¦can work only on the materials we give them. In other wo rds, if the materials provided for the children are uninteresting, irrelevant or unviable, then it can be argued that a child is unlikely to be able to fulfil their potential. One final issue in relation to the background of the Montessori method regards the layout and features of the learning area. It can be seen that it visibly reflects the child-centred nature of Montessori education. For example, desks and chairs are not only child-sized, but also spread wide apart (Mooney, 2000) and arranged in rafts (Oberle and Vinson, 2004) allowing children to move around the whole area freely whenever they so wish, and helping to prevent crowding. Materials are kept in accessible places, such as appropriately low shelves (Lopata et al, 2005), so they can easily be obtained and utilised by the children at any time. It is the presence of child-orientated considerations such as these that create Montessoris (1964) ideal of the prepared environment. Such environments allow [children] to take responsibility for their own education, giving them the opportunity to become human beings able to function independently and hence interdependently (Montessori, 1964, cited in Lo pata et al, 2005). In summary, Montessoris approach to education advocated that childrens innate desire to learn could be successfully nurtured and accommodated, as long as they are provided with the right environment and the appropriate materials (St. Nicholas Montessori, 2010). Having briefly discussed the principal background information regarding the theory and practice of the Montessori method, it is now important to consider the principal teaching and learning differences between a Montessori and a traditional primary education. One important organisational and structural difference is that each class in a Montessori setting has an age span of at least three years (Isaacs, 2007). These classes share two features in common with traditional education, however: they are mixed-ability, and contain a similar number of children per class (around thirty) to a traditional primary school (albeit not all the same age). The timetable is scheduled differently to traditional settings. Instead of children taking part in a series of lessons in different subjects between the duration of thirty minutes and one hour, the day is split into two three-hour, uninterrupted work periods (Oberle and Vinson, 2004). An important point to note here is that Montessori defined work as childrens instinctive tendency to develop through spontaneous experiences in the environment (Montessori, 1964), further advocating her idea of children acting in a self-directed way. Moreover, in addition to being encouraged to work independently at their own pace, children are never interrupted by the teacher if they are busy working on a task or activity. One final notable difference between a Montessori and a traditional learning environment relates to the role of the teacher. Montessori did not use the term teacher to describe the adult charged with the education and well-being of the children in their care; instead, she used the term guide or mediator (Lillard, 1980). This symbolises the idea that the adult in a Montessori setting should be seen by the child as a facilitator to their educational development, not an authority figure. Generally speaking, teachers operate on a one-on-one basis with different children, and there is little whole-class work (Lopata et al, 2005). The teaching approach is much more indirect than in mainstream education: the adult acts in a more observational and advisory capacity. Montessori (1964) maintains that the combination of the learning environment and this indirect teaching method encourages self-discipline, even in the case of younger children. If, however, a child displays undesirable or disrupt ive signs of behaviour, then the adult will seek to amend the childs focus to some positive activity, rather than reprimanding them or imposing any kind of sanction. Although, according to Pickering (1992), such instances are comparatively rare due to the childs level of self-discipline, when they do happen they can be dealt with in a supportive manner without undue disruption to others. As mentioned before, a popular view exists among many people that the Montessori method is solely both suitable for, and aimed at, young children under the age of six (Montessori St. Nicholas, 2010). However, there has been a recent increase in the number of purpose-built Montessori primary schools, catering for children aged between six and eleven. The classes in such schools comprise two vertical age groups: the first for children aged six to nine; the second for children aged nine to eleven. Montessoris underlying theoretical principles remain the same for this older age bracket; however, there are some practical and organisational differences associated with a Montessori primary schools provision for older children. Such differences include the fact that the children no longer just choose what to work with (Montessori St. Nicholas, 2010). Furthermore, they are empowered to manage a weekly plan with activities both of which they negotiate with their teacher (Montessori St. Nicholas, 2010); this is tailored to the individual childs needs. This suggests that the learning is still child-centred and self-directed to a certain extent, but there is an increase in autonomy and responsibility for ones own learning. To begin with, children are assigned weekly tasks in mathematics, literacy and science; as they get older, these tasks begin to encompass all curricular subjects (Montessori St. Nicholas, 2010). In accordance with Montessori thinking, however, the child can choose when to complete the tasks and engages in frequent tutorial discussions with the teacher (Montessori St. Nicholas, 2010). It can be argued that the reason for this is to encourage and nurture childrens developing time and task manage ment skills, and to take an active and co-operative role in their personal development and learning. This sense of collaboration also extends to working with other children in small groups, which happens on a more regular basis than in a Montessori early years setting. Together, they can share ideas and collaborate on various projects. Other important differences include the notion that Montessori primary schools make no attempt to work to an externally developed curriculum (Mooney, 2000); however, Montessori St. Nicholas (2010) claims that the curriculum not only fully meets the requirements of the National Curriculum (an example of an externally developed curriculum), but also goes beyond it in certain subjects. Many activities relate to National Curriculum subjects, although they will not appear as such to the children (Oberle and Vinson, 2004). This nonconformity to external guidelines also stretches to the method of assessment. There is no formal testing in Montessori primary schools (Lopata et al, 2005): conversely, teachers make continuous observations to evaluate childrens progress and allow children to participate in the evaluation of their learning (Montessori St. Nicholas, 2010) during their education in a Montessori primary school, further highlighting the child-centred approach taken. A central aspect of a young childs development and learning, one which will serve them and be a useful attribute to them, both as they progress through the educational system, and through adulthood, is creativity. As a concept, it is somewhat difficult to define; however, the Department for Education and Employment (DfEE) published an influential report in 1999 entitled All our futures: creativity, culture and education, which attempted to do so. The report defines creativity as follows: imaginative activity fashioned so as to produce outcomes that are both original and of value (DfEE, 1999). This definition is then broken down into four characteristics. Firstly, they [the characteristics of creativity] always involve thinking or behaving imaginatively. Secondly, overall this imaginative activity is purposeful: that is, it directed to achieving an objective. Thirdly, these processes must generate something original. Finally, the outcome must be of value in relation to the objective. (DfEE, 1999). It is important to consider whether all of these constitutional elements of creativity are present in any particular aspect of the Montessori method, in order to argue their effectiveness in developing childrens creativity. The importance of developing childrens creativity is highlighted in a 2003 report by the Qualifications and Curriculum Authority (QCA). The report states that learning to think and behave creatively can transform pupils lives†¦it increases their motivation, self-esteem and levels of achievement. Beyond school, it enriches their lives and prepares them for the world of work. Therefore, it is crucial for each individual child to be given the means and opportunity to develop their creativity throughout their educational careers: by becoming creative individuals, they can both make valuable economic contributions and become valued members of society (Cropley, 2001) According to Oberle and Vinson (2004), there are a number of critics of mainstream education frameworks who argue that they stifle creativity. However, in stark contrast, Berliner (1975), cited in Pickering (1992), states that other critics have raised objections against the Montessori method. These critics believe that it is the Montessori method, and not mainstream methods of teaching and learning, that inhibits creativity, due to its cognitively-oriented nature. The fact that opinions seem to differ on the subject suggests that the Montessori method has some advantages and some disadvantages with regard to the aim of developing childrens creativity. The other factor to consider is whether creativity is encouraged and fostered both during the time when a child attends an early years Montessori setting, and during the time when they attend a Montessori primary school. The effectiveness of a number of key aspects of the Montessori method with regard to the development of childrens creativity, both during early years education and throughout primary school education, will be discussed. These particular aspects have been chosen because they contrast with aspects pertaining to mainstream early years and primary school education. Some of these aspects are universal to both Montessori early years settings and Montessori primary schools; others solely pertain to older children (in this context, those aged six to eleven) in Montessori primary schools. Children are given the chance to direct their own learning. This can help to provide them with the self-confidence they need to be inventive and take risks with their learning; this is an important aspect of the creative process. It also allows children the freedom to experiment with different learning styles, such as visual, auditory and kinaesthetic (Jones and Wyse, 2004), through their individual manipulation of the materials available. It can be argued that this will increase the chance of a child discovering their preferred learning style, thus making them more receptive to new ideas and ways of thinking. This can also assist with their creative development, as they can use these new approaches to solve new and existing problems. Children are allowed to work and learn at their own pace. This illustrates the notion that Montessori settings are completely inclusive, allowing an education for all approach to be embodied in their framework. It is well documented that children develop at different rates, so this can make children feel more comfortable about their learning. More able children have the opportunity to extend themselves; less able children do not feel left behind (Pickering, 1992). This can prevent children at both ends of the ability spectrum from becoming uninterested or frustrated, both of which have the potential to inhibit creativity if the childs mind is not on the task at hand. The Montessori method offers a child-centred, hands on approach. Montessori (1964) believed that true creativity stemmed from individual freedom of expression. It can be argued that this hands on approach offers children the opportunity to express themselves in creative ways through, for example, drawing, cutting, gluing, painting and so on. However, it is important that the child has a sense of purpose when undertaking such activities, in order to fulfil the criteria of creativity. As the teacher is often not directly involved in what the child is doing, the danger exists that the child may be acting randomly, thus not working towards a particular objective. The materials used allow for multi-sensory learning. This is another way in which children with different preferred styles of learning can benefit. Isaacs (2007) argues that creative development has significant links with the sensorial materials area, particularly if [we] understand the childs creativity to be the ability to use their imagination. Through various combinations of visual, auditory, tactile and kinaesthetic materials, it is possible that children will increase their knowledge and understanding of the world, and, more importantly, retain this knowledge and understanding through recalling these multi-sensory experiences. It can also be argued that this will foster childrens curiosity about the world around them and how it works; Fishkin and Johnson (1998) emphasise that a link exists between curiosity and creativity: they fuel each other. The materials are multifunctional; learning can therefore be open-ended and divergent. Divergent thinking can help children to generate creative ideas by exploring many possible solutions to a particular problem (Craft, 2002). It is the childs decision how they choose to utilise the materials: it can be said that this encourages an independent thought process. According to Starko (2005) having the means and opportunity to think independently is one of the building blocks of creativity. The materials are of gradually increasing difficulty and complexity, as the children learn new concepts, and apply their previous knowledge and skills to solve new problems. It can be argued from this that these materials are cognitively oriented (Berliner, 1975, cited in Pickering, 1992), as they allow children to make connections and perceive relationships between what they have learnt before, and building upon these connections and relationships to allow them to progress to the next stage of learning. Montessori (1964) argues that, without this type of cognitive scaffolding structure, true creativity simply cannot exist. Materials are kept in accessible places; appropriately low shelves facilitate this easy access. Moreover, early years children are shown how to use sharp scissors and adult-sized tools safely (Mooney, 2000): although this is perhaps the most controversial aspect of the Montessori method (Isaacs, 2007), it serves to further highlight the Montessori self-directed approach, and makes children more responsible for their own learning. Children need to consider what best tools and materials are for whatever purpose they have: it can be argued that being given the opportunity to choose allows them to think in creative, novel ways about what to do and how to do it. Desks and chairs are child-sized and arranged in rafts. Each raft has a particular activity assigned to it; these typically change on a daily basis (Isaacs, 2007). Children have the freedom not only to move around the rafts (and there is ample space between them to allow them to do so), but also to work with other children. A fundamental aspect of a Montessori setting is that all children respect and care for each other, and that caring attitudes are adopted at all times, towards peers, teachers and life itself (Oberle and Vinson, 2004). This fosters collaboration between children; by sharing ideas and information, they can work together creatively and discover new ways of thinking and working. Children have freedom of movement around the learning area: they can move of their own volition between one learning activity and another, rather than being directed to them at any particular time or in any particular order. This highlights another aspect of how Montessori believed childrens creativity could be developed: the freedom for them to select what attracts them in their environment (Nunn, 2010). This sense of freedom also gives children the opportunity to act with a degree of spontaneity, which can allow the generation of a large number of novel and diverse ideas (Jones and Wyse, 2004), thus instigating and developing the creative process. Each mixed-ability class has an age span of at least three years. Particularly in Montessori early years settings, older children can act in a mentoring capacity to younger children (Lillard, 1980). This can help to scaffold childrens learning and thinking, as the older children can, if they wish, help the younger children with whatever they are doing, so that the younger children will eventually be confident enough to work and think independently, and thus begin to think and work more creatively. It is important, however, that the older children do not spend too great a proportion of their time doing this, however thoughtful and considerate it is; they need to further their own knowledge and understanding too. The day is split into two three-hour, uninterrupted work periods. According to Oberle and Vinson (2004), it has been suggested that children taught under the Montessori method are not allowed enough time to simply play. This is problematic to an extent, as research evidence suggests that childrens creativity can be developed through play (Duffy, 2006; Craft, 2000; Smith, 1995). A possible negative implication of this is that children are not encouraged to use their imaginations due to a notable deficit of creative play time factored into a Montessori setting (Seldin, 2009). Children are never interrupted by the teacher when they are engaged in an activity. This allows children to persevere with what they are doing. This can be beneficial to creativity to an extent, as it gives children time to think through the activity in different ways before arriving at a final solution. However, on a cautionary note, it is important that the teacher, though generally involved in an indirect capacity, monitors what children are doing in order to ensure that this perseverance is constructive, and, more importantly, purposeful. The teaching approach is much more indirect. Pickering (1992) argues that because the classes are run to a very large degree by the children, with only the degree of adult guidance necessary to ensure order and safety, the setting becomes emotionally safe and secure. If this ideal can be practically adhered to in a Montessori setting, then children can relax and be authentic individuals instead of trying to be cool. This, in turn, helps to allow their creativity to blossom (Cropley, 2001), as it diminishes the risk of social issues such as wanting to be popular, and alienation. Some aspects that only predominantly relate to Montessori primary education will now be discussed in relation to their effectiveness in developing childrens creativity beyond the early years. Children negotiate weekly activity plans with their teacher. This gives children the opportunity to pursue an area or topic that interests them, which the child will not only enjoy, but from which the child will also gain a sense of purpose and direction: a key aspect of creativity. However, this does not necessarily have to be the case (Montessori St. Nicholas, 2010). A child may be curious to find out about an area or topic that is new to them. In this instance, they can work and think independently. This combination of independent thinking and curiosity can help to develop their creativity by asking new questions and thinking in new ways about new ideas and concepts. Moreover, children are allowed to choose when to complete assigned weekly tasks, and engage in frequent tutorial discussions with the teacher. Referring back to a previous issue, this allows the child to work at their own pace, as it allows them to set themselves achievable goals, and work to these goals through this weekly planning. It can be argued from this that the childs opinions are greatly valued, and, to a certain extent, this collaborative process treats the child as an equal by making them more autonomous about their learning. As discussed before, this can boost their self-confidence, which, in turn, helps them to be more inventive and take risks with their learning: a key aspect of the creative process. During the primary school years, children begin to work in small groups, although there is still very little whole-class work. Working with others can allow children to compare ideas and thoughts, solve problems and assimilate new knowledge. According to Craft (2000), working with other children in small groups can nurture creativity, as it stems from social processes as well as individual processes. Sharing ideas and thoughts, and solving problems by thinking creatively, is one such social process. Montessori primary schools meet the legal requirements of the National Curriculum, although they do not follow it to the letter. This allows the childrens educational experience to be based on their own particular needs (Montessori, 1964), which can be informally, but constructively observed and assessed. There is no formal testing or assessment (for example, Standard Attainment Tests). It can therefore be argued that this helps to eliminate competition between children. Competition can be a barrier to creativity (Starko, 2005) because, on a social level, some children compare their achievements to others, which could adversely affect some childrens self-esteem. Fishkin and Johnson (1998) argue that a childs fear of failure also inhibits the childs creativity, as they may lose the self-confidence required to think in a creative way. Montessoris view on this is also made clear: the child in the Montessori classroom is†¦free from the judgement by an outside authority that so annih ilates the creative impulse (Nunn, 2010). In conclusion, the evidence suggests that both early years and primary school settings that follow the Montessori method can help to develop childrens creativity throughout this age range through its support of independent, self-directed, purposeful learning activities with stimulating, multifunctional learning materials in a free, accessible learning environment. Children have the opportunity to think and behave imaginatively through the processes of curiosity and exploration. This is not to say that the Montessori method is the only type of pedagogy that can develop childrens creativity. Mainstream early years settings and primary schools are certainly capable of doing so: although there is more emphasis on teacher-led, carefully planned, systematic learning, there is still scope for the development of childrens creativity. The Montessori method, while different to traditional learning methods in many respects, achieves the same outcome, but in a very different way. In Montessori s ettings that faithfully follow Montessoris underlying principles, children can acquire and develop the three qualities that Montessori believed were necessary for creative endeavours: firstly, a remarkable power of attention and concentration; secondly, a considerable autonomy and independence of judgement; and, thirdly, an expectant faith that remains open to truth and reality (Nunn, 2010). Montessori believed that all children possessed tremendous creativity. This creativity is directed towards becoming a developed individual, endowed with a sensitive soul, an eye that sees and a hand that obeys (Nunn, 2010). This was Montessoris idea of the basic qualities inherent to a creative individual: these qualities, if given the chance to develop through the correct implementation of the Montessori method, will serve the child throughout their educational career and subsequently during their adult lives. Evaluation of my learning and its management I needed to ensure, for the purposes of this module, that I supported my transfer from an initial teacher training course to an educational studies course. In order to build a bridge between the two, I needed to find a topic that related, in some way, to one module from my previous course, and another module from my new course. In order to support my transition between courses, I needed to investigate a topic of which I had prior knowledge and experience of writing about, and think about it less in terms of the practical teaching context, and more in theoretical terms of how children learn, with the possibility of considering broader educational issues. In truth, my reason for choosing to focus on the Montessori method of education happened somewhat by chance. The idea was not suggested to me, nor did I harbour any previous interest in it. I first became interested in the Montessori method, however, when a lecturer gave me a piece of advice on another piece of written work for a different module. I was advised to consider Montessoris ideas on fantasy play, as the lecturer felt that it would lead to an interesting argument. It was because of this advice that I decided to investigate the Montessori method in more depth, forming an interest in it in the process, which also helped me to complete the piece of work from the other module. The Montessori method of education, so I thought, focused on early years education; I therefore felt that it could be regarded as an early years issue. Consequently, the first module chosen as the basis for this independent learning module related to early years issues. Before I began this assignment, I knew very little about the Montessori method of education. I was aware that they used an array of specialised Montessori materials, but I was unaware of what was particularly different or unique about them. I then discovered that, although comparatively few in number, Montessori primary schools existed in the United Kingdom. This meant that I could investigate an aspect of the Montessori method in the context of one of my previous modules, which were tailored to primary school, as opposed to early years, education. I chose to link this to a module from my previous course concerning creativity in the primary curriculum, as, honestly, it was the only one at the time that I thought I could attempt to link to the early years module on my current course. As I mentioned, my first discovery was that there are some Montessori settings, albeit not many, that cater for children beyond the early years. I also discovered that the implementation of the Montessori method was completely different to anything I had read about or observed before. Its principles were based on self-directed, independent learning; children seemed to enjoy a considerable amount of freedom. Each class had an age range of three years. Children were even taught how to use sharp knives from a very early age. All of these ideas, and many others, surprised me, and I wondered how this system could possibly work. However, I knew that the system must work; otherwise Montessoris ideas and theories would not have made it past the drawing board stage. It was then my task to find out how this system worked on a daily basis, which I found interesting as it made what I considered to be an improbable educational system possible. Regarding the development of childrens creativity, when I found out about the implementation of the Montessori method, both in early years and primary school education, I found out that it was the children themselves, and the learning environment, that were responsible for nurturing the skills and attributes necessary to promote their creative development. It was not the teachers overall responsibility, although they could intervene as and when necessary. As before, I found this interesting as it was a new concept and a new way of thinking to me. On reflection, I might have chosen differently. There are two reasons for making this statement. Firstly, the idea of creativity with regard to the Montessori method is a comparatively small area for discussion, and it was difficult to find suitable research materials. I found it difficult to make sense of, and synthesise, the information available to me. Although, as I discovered, Montessori did have her own views on

The Spread of Disease In the New World :: American America History

The Spread of Disease In the New World The extraordinary good health of the natives prior to the coming of the Europeans would become a key ingredient in their disastrous undoing. The greatest cause of disease in America was epidemic diseases imported from Europe. Epidemic diseases killed with added virulence in the " virgin soil" populations of the Americas. The great plague that arose in the Old World never emerged on their own among the western hemisphere and did not spread across oceans until Columbus' discovery. Disease and parasitism play a pervasive role in all life. Many of these diseases start with microparasites, which are characterized by their ability to reproduce directly within an individual host. They are also characterized by their small size, short duration of infection, and the production of an immune response in infected and recovered individuals. Microparasites which damage hosts in the course of their association are recognized as pathogens. The level of the interaction and the extent of the resultant damage depends on both the virulence of the pathogen, as well as the host defenses. If the pathogen can overcome the host defenses, the host will be damaged and may not survive. If on the other hand the host defenses overcome the pathogen, the microparasite may fail to establish itself within the host and die. The main objectives of the pathogen are to gain entry inside the host, once inside grow and reproduce, and avoid host defenses. There are three possible routes of infection: respiratory, alimentary, and traumatic. The respiratory route is the easiest and most direct means of entry. Under crowded conditions, the rate of infection is even more rapid. The diseases brought over to America were mainly spread by the respiratory method. The alimentary pathway of infection is through the ingestion of contaminated food and water. Throughout Europe during the 15th century, food and water were contaminated with fecal matter and by unsanitary habits ( i.e. the lack of bathing). The traumatic route of infection is through insect and animal bites. The objective of the host is to "escape" from the pathogen. This can be done through the use of the immune system or by quickly dying. When a host dies with the pathogen still inside the pathogen dies as well. Resistance to invaders evolved as a result of the development of the mechanism of immunity. The development of immunity depends on the recognition of differences in chemical structures of substances.

Gender Inequality in the Work Place

Gender inequality and The Work Place The society in which we live has been shaped historically by males. The policy makers have consistently been males and therefore it is not surprising that our society reflects those biases which exist in result of this male dominating society. One might think that gender inequality in the work place is rooted in what shapes future employees and employers. Whoever said men and women are equal?Women have always taken a back seat to men in American society. This is not only found in the United States, but in other countries as well. The problem of men and women not being equal can be traced back to the Declaration of Independence. The Declaration of Independence proclaimed that all men are created equal. There was no mention of women being equal, only men. At the time of the drafting of the document, the men had all the power.The document was even drafted by a man; Women were confined to the home to take care of the domestic housekeeping duties. Soci ologist Perspective In my research on work place inequality, I read a perspective from a sociologist named Sandra Bem who focuses on gender. However, unlike most female sociologist, Bem chooses not to focus on the differences between males and females, but rather on their similarities.She says that polarized gender socialization, the way that we assign masculine or feminine characteristics to things such as walking and talking to make males and females appear to be different, keeps us from realizing that the sexes are more alike than they are opposite. Men and women have the same needs for food, clothing, shelter, affection, belonging and so on. Whether by choice or economic necessity, woman have entered the paid labor force in numbers recent years, and so they should be entitled to equal pay and respect.Although many people who know these statistics are optimistic about the gain women have made in the United States specifically in employment, it should be noted that women’s positions as a social category in the labor force is lower than men’s in term of status, opportunities and salary. Feminist researchers have used the advancements of women into top-tier management jobs as a litmus test for how well women are faring in the labor force as a whole. Studies continue to confirm that women hold a small percentage of the top positions. Causes of Gender Inequality in the WorkplaceThe causes of gender equality in these positions stem from four stereotypes; Sexism : American cultural belief that women are best suited for jobs that emphasize service, nurturing, housekeeping, men best suited for careers of high-level decision making and authority, Lack of qualifications: Men typically have more education and job experience than women 28% of men age 25+ have completed at least 4 years of college 27% of Women Men have more job experience because women loose time during pregnancy and child care, The glass ceiling: subtle and unconscious discrimination that prevents them from reaching higher and better-paying positions for which they are qualified. Women and minorities make up 30% of middle managers in U. S. but less than 1% of chief execs, networking: Men use golf clubs, other rec places where women were discouraged from going. The Functionalist PerspectiveAccording to functionalist Talcott Parsons (1955), gender inequality is inevitable because of the biological division of labor: Men are generally stronger than women and have certain abilities and interest. Parson said, men find themselves more suited to be goal oriented and women to expressive. Other functionalist explanations of gender inequality focus on the human capital that men and women bring to the workplace. According to human capital explanations, what individuals earn is based on choices they have made, including choices about the kinds of training and experiences they accumulate. For example, human capital analysts argue that women diminish their human capital when they leave the labor force to engage in childbearing and child care activities.So this is why they have less experience. It takes two to tangle that’s unprecedented. Conclusion/Solution Inequality has kept in place because of beliefs and practices that have been drilled into people’s minds for so long. When will women be treated as equals to men in the work place? I don't see a change happening in the near future. Women are slowly being treated more as equals to men but the gap will never narrow to complete equality. Women should, not only be treated as equal in the work place, but also in everything else as well. Whether it is a computer scientist, an athlete, or a president of the United States, women should be treated as equal to men.Gender discrimination has gone too far and we, as a society, have to draw the line. We can’t change past issues, but we can certainly change the future. Work Cited: â€Å"The Declaration of Independence. † The Declaration of In dependence. N. p. , n. d. Web. 10 Feb. 2013. Greenbuam, Vicky. â€Å"Seeing through the Lenses of Gender: Beyound Male/Female Polarization. † English Journal 88. 3 (1999): 96-99. Web. 10 Feb. 2013. Kendall, Diana Elizabeth. Social Problems in a Diverse Society. Boston: Pearson, 2013. Print. ——————————————– [ 1 ]. Web. 10 Feb. 2013 [ 2 ]. Greenbuam, English Journal 88. 3, 1999 [ 3 ]. Kendall, 2013. [ 4 ]. Kendall, 2013, Pg. 94