Family and Cousin free essay sample

Human behavior can be explored by taking a look at the different aspects of a person’s life. These aspects include the biological, psychological, social, cultural and spiritual. These aspects can help social workers better understand the background history of a person’s life and gather information in order to do an accurate assessment of a person. This paper does not intend to make an assessment but it’s rather an informative paper in order to discover and understand the various systems of a person’s life. Furthermore this paper will also focus on how these systems interact with one another. I chose to do this paper on my cousin who just became a mother and she is currently learning how to adapt to her new way of life. I think she is in an interesting stage in her life and that is also why I chose her. My cousin and I are only a year apart in age and she chose a different path from the one that is expected after she graduated from high school. She decided not to go to college and began to work doing random retail jobs until she found a permanent job as a hostess. We are so different now but a few years ago we did get along and had a lot of things in common. Her relationship with her mother has also changed and now that my cousin is a mother, they seem to understand each other better. BIO-PHYSICAL My cousin’s name is Carla Sanchez and she is twenty two years old and the youngest of three. She is 5’5 and before she had the baby she had lost so much weight but now she regained some of that weight back. She has dark long hair and dark brown eyes. Before she became pregnant she fell in love with her baby’s father and lost a lot of weight. During her teenage years she was not as determined to lose weight as she was when she was nineteen when she met her significant other. During her pregnancy her body went through some physical changes. She did not have impulsive cravings and she ate the foods she normally eats but in larger portions. She gained around sixty pounds and now she looks like the way she did before she lost the weight. Her weight when she was a younger child before the teenage years resembles that of her mother. My aunt had an average weight because she was not skinny but she was not overweight either. My cousin’s weight then was average like her mother’s because due to the genes that were passed down to her through her mother. My cousin’s baby is a girl and looks more like her father but she has my cousin’s straight hair. Now that it has been several weeks after childbirth my cousin plans and is determined to lose the weight again. She looks like her mother and both have a healthy mother and daughter relationship. She is very open-minded and very out spoken. Her mother is also an open-minded person. According to the biological determinism theory it is evident that a person’s personality and physical appearance is embedded into a child from birth trough genetics. My cousin’s parents divorced when she was a young child and therefore she has always been close to her mother and that is why my aunt has been able to greatly influence my cousin’s behavior. Most of her life she has been more attached to her mother. Â  According to Erikson’s theories of psychological development my cousin is in the intimacy versus isolation stage. My cousin’s childhood and teenage years have passed by. All that is left of her childhood and teenage years are memories. She began working at restaurants during her high school years and has stayed with that career. She has gone from being a waitress when she was sixteen to a hostess. However she is thinking of going back to school because she was her daughter to look up to her when her daughter is older. My cousin did not get married and she is not living with her boyfriend. She lives at home with her baby and her mother. All her time is devoted to her baby however there have been times when she is overwhelmed with the task of raising a child and her mother helps her so that she can at least have some time to rest. According to Paiget my cousin is at the stage four which is based on formal operations. At this level problems are now approached using logic, reason and combinational thought. Also individuals at this stage with formal operations can think about their own thoughts, feelings and think about thinking. I think that at this point Paiget is focusing on how we can look back at our past and reflect. My cousin is able to do this now and she now reflects on how her mother raised her so that she can raise her daughter the same way. My cousin constantly worries whether or not she is raising her child in a proper way or to the extent that it is expected of a mother to raise her child. She lives with her mother and her mother helps her by giving her advice from how to comfort the child to how to give the baby a bath. My cousin’s friend had her baby before my cousin and when her friend met my cousin’s child she was also giving her advice on hoe to take care of the baby. She is acquiring knowledge on how to raise her child from people such as her mother that have had years of experience raising children. Her friend told her that she worries to whether she is taking care of her baby the right way. My cousin has to endure a psychological as well as physical adaptation. Paiget describes adaptation as the process by which structures of the mind develop over time to achieve a better fit with the environment and external reality. My cousin is still eating food in large portions as she did when she was pregnant but now she is drinking more milk because she chose to breastfeed her baby. Therefore she keeps gaining weight and is also stressed out. As far as her mental state she is stressed and cannot focus on herself because she is constantly thinking about the well-being of her baby. She worries just as much as other mothers do because she wants her baby to be happy. She said that her baby seems to be cranky most of the time and basically she is dedicating all her time to comfort the baby. My cousin had learned to adapt to her new role as a mother and she will need to keep up as the baby goes through different stages of her life. SOCIAL She has not been working since July and her social life is not as it used to be before she had the baby. However she was visited by her godparents and many friends when she brought the baby home. They have showered the baby with gifts and seeing how other people have acted towards the baby makes her happy. My cousin is trying her best to imitate her mother because she loves her mother and wants to follow her advice so that she can raise a happy child. According to the social learning theory behaviors are mediated by thoughts, expectations as well as emotions and stresses the importance of observational learning or modeling. In my cousin’s case she sees her mom as a model mom that she wants to imitate. As far as I know my aunt really sacrificed a lot so that my cousin’s could have a better life than the one she had. I have seen how selfless my aunt has been especially with my cousin Carla because she is the youngest one. My cousin wants the approval of her mother in everything she does because she has been very attached to my aunt. Her brother and sister live far away from them. My cousin has kept in touch with her fellow co-workers and many of them came to visit her when she brought the baby home. One of her friends who is a teacher and brought her a huge box of pampers. He also gave her some parenting advice because he, as a father of three, thinks that he has had enough experience with kids. He was very happy to see the baby and many of her friends came to see the baby as well. Even though my cousin has not gone out since she gave birth in November 30th, she has had her friends come over to her place to see the baby. However her weeks have turned into the same routine of just staying at home to take care of her baby. The baby’s father also visits her but not too often because their relationship is not in good standing. My cousin is trying to be the mother that society expects her to be but most importantly she is trying to imitate her own mother. My aunt is a fervent believer in the Catholic faith and she raised her children in the same faith as she was raised in. All of her three children were baptized, did the communions and attended mass on Sundays. Until this day my aunt does not miss a mass at her local church. Her children however have not been as devoted as my aunt has been. My cousin Carla stop attending church after her teenage years when she graduated from high school and spent her weekends working. However my aunt always tries to make sure that my cousin does not loose her faith. According to James V. Fowler’s theory of faith development my cousin is at the stage 5 which is the individuative-reflective faith. In this stage young adults question the beliefs and stories they have received from family, friends and other social groups. My cousin does not believe everything that my aunt was taught about Catholicism. For example my cousin did not get married and decided to raise a child as a single mother. My aunt did not approve of this because she was taught that a woman must be a virgin until she gets married. Her other daughter moved in with her boyfriend and then got married. My aunt did not approve of this either. My aunt believes that salvation is obtained by following the church’s sacraments but my cousin believes that no one really knows how to obtain salvation. She also thinks that God is everywhere and therefore she does not need to attend mass every Sunday. My aunt was raised in a very religious home and in her native country religion plays an important role in life but her children who were raised in the United States have found a way to practice their religion however way they think is the proper way. My cousin plans to baptize her daughter and she has picked the godparents already. CULTURE My family is from Ecuador which is in Latin America so that makes us part of the Latino community. My cousin Carla was born in New Jersey. She had to learn about the Ecuadorian culture and the American culture. When she was a kid my aunt would travel with her and her other siblings to Ecuador so that they could visit their grandmother and learn their cultural roots. My cousin had to learn both languages English and Spanish. She now knows them fluently and this has helped her a lot because she was able to make a lot of friends. In Ecuador gender roles are so delineated. Men are expected to work and women are expected to stay at home raising the children. It is not common for females to work outside the home. Most females graduate from high school and after high school they start raising families. My cousin knows both cultures but since she was born and raised in the United States she identifies more with the American culture. When her baby gets older she expects to go back to work and even go back to school so that she can be able to provide a better living for both. She is a single mother but has learned a lot from her mother who got divorced from her husband when my cousin was a young child. In conclusion these several aspects of a person’s life help us understand how each one relates to the other and how they affect human behavior. Human behavior can be affected by the people we associate with and by the culture we are raised in as well as other factors. These several theories described in this paper are very helpful to understand why a person behaves a certain way.

Religion and Film

For a long time, studies linking religion and films have focused on describing the fidelity of films to religious texts, or their worth as tools in religious ministries and missions. In reality, films have been used to either portray religion as it was in the past, is currently or is expected to be in the future. Additionally, religious entities have used films to further their belief while some entities use films to criticize religion. Either way, the link is undeniable.Advertising We will write a custom book review sample on Religion and Film specifically for you for only $16.05 $11/page Learn More In Ostwalt (1998), the author notes how watching the Seventh seal opened him to the idea of suing films as an extension in teaching religion. This basically affirms the existence of a factual link between religion and films worth using in expounding on religious issues to learners. The author highlights a number of benefits in using films can be used in teac hing religion within classroom settings. These include student empowerment, instructiveness and motivation. He further notes that there quite a significant number of films which treat religion in a manner which elicits debate and as such open an avenue for evaluation of religion in depth (Ostwalt, 1998). For instance, he cites the Last Temptation of Christ, Jesus of Montreal, as well as the Scarlet Letter, among others (Ostwalt, 1998). Even then, there is no love lost between films and religion; some implicitly advance the role of religion in social well-being. It’s not only Ostwalt who acknowledges the link between religion and films, Lindvall (2004) provides a more detailed coverage of the relationship between religion and films. In the research, Lindvall, a lecturer at Duke Divinity School highlights how religion has been treated in films and vice-versa. From the satirical portrayals of the biblical stories in films, the use of films to represent contemporary religions, th e representation of Roman Catholics and the Legion of Decency in films, as well as use of films to criticize some religious practices considered oppressive in the ancient and modern times (Lindvall, 2004). In the article, the author notes how film scholars have come to terms with the importance of religion in engineering the religious landscape that dots films. The author sites the films that take viewers through the past century exhibitions and the role that religion played in the same. Religious extremism, religious sadists, and use of religion as tool for power are among the most commonly highlighted themes in the films. The author further highlights the undeniable and predominant perception of religion in films from a negative and hostile point of view (Lindvall, 2004). It is noted that religion as a subject has received harsh treatment in various films which at times fail to portrayal religion as it rather opting to create a dinosaur out of cat just to meet its entertainment th resholds.Advertising Looking for book review on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The hard reality though, is the fact that they ultimately elicit lots of discussion with respect to its portrayal of religion. It is the aftermath of such movies, he cites, that has seen some religions like Islam throwing in strong sentiments at any movie that attempts to puts spots to its credibility (Lindvall, 2004). However, Christian and contemporary religions have remained open to thrashing, ridicule and in some cases furtherance within a number of films. In conclusion, it’s important to note that both authors converge to one point, various films are intertwined to religion and impact on the fundamentals of the religion they address. The role of religion in film creation and the role of films in religion are worth studying in addition to providing an avenue for debates and discussion of religion. As Ostwalt (1998) pu ts, films elicit hot debates that help students and the general public delve deeper into understanding religion. References Lindvall, T. (2004). Religion and Film. Part I: History and Criticism. Communication Research Trends, 23 (4-7), pp. 2-44. Ostwalt, C. (1998). Religion and Popular Movies. Journal of Religion and Film, 2(3) This book review on Religion and Film was written and submitted by user Jaxton Wolfe to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How can children become leaders of their own learning Essays

How can children become leaders of their own learning Essays How can children become leaders of their own learning Essay How can children become leaders of their own learning Essay Play is considered to be a important portion of a kid s development, non merely of accomplishments but besides their character. It is a natural procedure. These new accomplishments will be priceless to a kid when they grow up, the things that they learn through drama are the footing of the accomplishments they will necessitate in future scenes, when they move on to secondary school and even in a occupation. Even though kids learn whilst playing it is non evident to the kid or even to many grownups as it is one of the most common characteristics in a kid s mundane life. However, the fact that drama does non necessitate to be worked at, that it comes so of course, seems to do it less valued by society than other activities particularly created for larning. As the benefits of drama do non look evident many parents are in fact tempted to forestall kids from playing and wasting clip ( Dixon 2010 ) , peculiarly during clip in school. There are some really of import points that need to be considered when believing about a kid at drama. A kid is allowed to be in charge when they play, it is a child-lead activity, and usually they have no control what so of all time, they are invariably being told what they should and should nt make but during drama, they can take. Play is really good for learning kids about where they come from and giving them more information about the universe, they are able to research and detect, they can set any theories they may already hold to the trial. Play is besides a good tool for constructing up self-pride, it is good for kids to make activities they know they are good at and it is more likely to keep their involvement. Play is non merely something that is witnessed in kids but within the carnal land every bit good. For illustration, many, if non all, immature animate beings learn through drama, king of beasts greenhorns pattern their hunting technique, immature birds swoop through the air, they are all critical accomplishments learnt through drama. If this is true for animate beings so it could besides be for human kids ( Dixon, 2010 ) . Types of Play Harmonizing to the consequences of a survey by Mildred Parten carried out in the 1920s there are six different types of drama ( Psyblog, 2008 ) . During unoccupied play the kid is comparatively stationary, they make some motion but non with any evident intent. This manner of drama is non often seen. Lone drama involves a kid being wholly engrossed in their ain activity and does nt detect any other kids, this type of drama is most normally seen in kids aged two and three old ages old. During looker-on play a kid takes an involvement in what another kid is making but will non take part, the most they may make is inquire inquiries, they prefer to watch. Parallel drama involves one kid copying another ; e.g. both kids play with the same plaything, but will non really play together. In associatory drama the kids become more interested in one another. This type of drama is the first to affect strong societal interaction. The 6th type of drama is concerted drama, this involves the kids s drama holding some kind of end and it is frequently seen that kids will take on functions and move out narratives together. Parten tended to happen that kids would switch between the different types of drama but largely would take portion in the last two instead than the other four. This may be because the concluding two types involve more interaction than the others ( Psyblog, 2008 ) . The first four types of drama can be put into the class of non-social drama, as there is small or no direct interaction. It is frequently considered that it is less good than societal drama, as it is regarded as the least mature degree of drama ( Luckey and Farbes, 2005 ) . However, I would wish to reason that, in fact, non-social drama besides has many benefits: There is less hazard of a kid being singled out because they can non make something every bit good as other kids and accordingly experience inadequate. Children sometimes find it easier to play entirely, it releases them from the socially and self-imposed force per unit areas ( Luckey and Farbes, 2005 ) they may experience when in the company of others. Intra personal activities allow kids the clip to work things out by themselves and gives them greater control over the pick of activity. Therefore we should take note of the quality of societal interactions when they occur instead than worrying about how frequently they happen. The manner that kids develop and larn through drama has been investigated by many theoreticians and influenced paperss used in the instruction of kids. Theorists In order to measure the impact of drama on the acquisition of kids it is of import to look into the thoughts about kids s cognitive development. Both, Jean Piaget and Lev Vygotsky, have contributed theories that have been influential in instruction. Both support the thought of constructivism: Constructivism is a manner of instruction and acquisition that is based on the premiss that knowledge is a consequence of mental building , where kids fit together what they already know to any new information they take in. It is believed by constructivists that a kid s acquisition is non merely influenced by what they already know or believe but besides by which context it is taught in. In add-on the two theoreticians believe that any societal influences on kids greatly affects their cognitive development. However, apart from this the two theoretician s cardinal thoughts were rather different. While Piaget believed that development was something that took topographic point after the acquisition procedure, harmonizing to Vygotsky development and acquisition occurred in the contrary order. Besides, although Piaget and Vygotsky both felt that kids learnt through interactions with their milieus, merely Vygotsky believed that the input from other people had any importance. In Piaget s theory he talks of four chief stages of development, known as the four-stage theory, conducted after detecting his ain kids. The four phases consisted of: The sensorimotor phase. This involved kids from birth to around 18-24 months. Piaget s theory provinces that kids at this age are merely cognizant of their esthesiss ; intending they tend to see the universe through savoring things, listening and touching. The pre-operational phase involved kids from around 18-24 months up to about seven old ages, he claimed that at this phase in a kid s life they are able to treat words, images and new constructs but they are unable to make anything with them. The concrete operations stage involved kids from the ages of seven to twelve, Piaget felt that kids gained the ability to travel about and manipulate objects but merely if they were concrete. The formal operations phase included kids from 12 upwards. Piaget claims that kids are now able to believe in an abstract manner, he believed that it was from around this age that kids begin to believe more like grownups ( Atherton, 2010 ) . In add-on Piaget besides theorised on Adaptation and Development. The Constructivist theory looked at the development of a kid s cognitive accomplishments and the three cardinal procedures that were involved in it. The three procedures were Assimilation: the engagement of new thoughts and cognition into the cognition and apprehension that already existed, Adjustment: a alteration in mental constructions that are needed in order to take on more information Equilibrium: a balance between assimilation and adjustment. When kids experience something new the balance between assimilation and adjustment is non equal, non until they are able to absorb and suit the new information they were faced with will the kid be able to achieve a balance ( Atherton, 2010 ) . Vygotsky s position was that there are no set phases in development at all. The first portion of Vygotsky s theory negotiations of private address , where kids talk to themselves. Vygotsky felt this was a really of import facet as it allowed kids to believe things through and work things out, leting them to come to a decision or think of a solution to a job. Even as grownups a signifier of private address exists. The 2nd portion of Vygotsky s theory is the zone of proximal development. This can be defined as being the difference between what a kid knows and what cognition can be attained with the aid and counsel of person who already has knowledge on the topic. Vygotsky s theory suggested that problem-solving undertakings could be split into three subdivisions: Those that are merely completed by the kid with no engagement of others, Undertakings that can non be completed even if the kid receives aid and The undertakings that can be completed by the kid if they receive aid, this is known as aided public presentation . By deriving counsel from instructors, parents and other kids who have prior cognition of certain countries kids will finally be able to organize their ain thoughts and hold on the constructs for themselves without the aid of others. Bruner built on Vygotsky s zone of proximal development by presenting so called staging . Scaffolding can be described as the aid given to a kid that supports their acquisition, merely as scaffolding around a edifice can be removed when it is no longer needed so excessively can the assist given to a kid. When the kid has been shown how to finish a undertaking they are able to make it by themselves and there is no longer a demand for scaffolding ( Davison, 2006 ) . Within a school system, a good illustration of Piaget s theory could be found in a pre-school or early old ages puting. Piaget positions kids in these early old ages as being in the pre-operational phase, hence, it is hence good to talk to kids at this early phase from their point of position as they are under the feeling of any experiences they have as being the lone experience. Vygotsky s theory would be more suited in a cardinal phase 1 scene where pupils have already formed their ain thoughts and the kids are by and large at different degrees of acquisition ( Davison, 2006 ) . Models The aforesaid theoreticians have had an influence on the Early Years Foundation Stage ( 2008 ) , which is used to back up and develop kids s acquisition from birth to five old ages. The EYFS pulls together the paperss Birth to three affairs ( 2002 ) , curriculum counsel for the foundation phase ( 2000 ) and the national criterions for under 8 s Daycare and childminding ( 2003 ) in able to guarantee that there is good pattern across the age scope. From September 2008 all constitutions that offer attention to kids between and including those ages have been working to the same model and criterions therein. Childs are recognised, by the model, as persons. It includes 4 subjects and is delivered through well-planned drama activities. Practitioners are able to assist kids to develop new accomplishments through drama experiences and they will be able buttocks which skills each kid needs to develop further and where they may necessitate support in their acquisition. The EYFS focuses more on the different phases of development instead than on age and it non merely allows kids to research things for themselves inside but besides encourages the add-on of an out-of-door infinite where the kids are merely every bit free to develop their accomplishments. Many scenes have similar activities for the kids in out-of-door countries as they do indoors but on a larger graduated table. Another facet was the debut of key workers , who are people who get to cognize a peculiar kid and their parents, through working with the kid and assisting them to develop new accomplishments one to one. The EYFS is a model that is used in all early old ages scenes, so no affair where a kid is being cared for or educated, the practicians will all be following the same model and the kids are able to develop and larn through drama based activities. The activities the kids are able to make will supply them with the accomplishments necessary to finish, or at least work towards, the early acquisition ends that are set out in the undermentioned countries of acquisition: Personal Social Emotional Development, Problem Solving, Reasoning and Numeracy, Communication Language and Literacy, Physical Development, Creative Development and Knowledge and Understanding of the World. Every country is viewed as equal to the others and there is frequently an convergence between the countries in the activities the kids do. For illustration, a function drama country set up in a schoolroom will let the kids to be originative but there will besides be facets of mathematics and literacy. If the function drama country is set up as a store for illustration kids can larn about how to number money and give alteration, how many points person wishes to purchase. They will besides be surrounded by linguistic communication used within a store every bit good as Numberss. The sand and H2O trays that are frequently seen within schoolrooms are another good illustration. They allow the kids to construct things, appealing to their originative nature every bit good as allowing them explore and see what happens when they put sand or H2O into a container, or even if they mix them together. So there is rather a big cross-over of countries within each activity. Within the EYFS document the countries are split into phases of development and the practicians are able to look at any resources needed or any learning chances for the single kids in the category depending on at which phase each kid is. It besides helps the practician to understand how they can integrate drama in the schoolroom and the kids s acquisition. The EYFS encourages, parents, instructors and carers, plus other early old ages scenes to work together in order for the kids to make their full potency. The parents and carers are hence able to give some input on how their kid is developing. If kids have disablements or particular educational demands so there is information within the EYFS to enable practicians to provide for those demands and to develop specific activities to assist those kids to come on. Own Experience My Experience has spanned across three scenes, which on first sing seem really different but when examined more closely are non so dissimilar. The first scene was a school in the town of Speyer in Germany. On reaching my first observations were of the environment. As I entered the schoolroom I noticed the deficiency of coloring material. There were some shows of the kids s work but nil that the kids could see, no synergistic shows for illustration. The tabular arraies were set out in a U form with the instructors desk at the forepart, there was no rug country, no function play country, no book country or even any books and no plaything or anything for the kids to play with. The lessons were really structured with the kids holding set times for things like Maths and ( in their instance ) German lessons ; they besides had to larn English and handwriting accomplishments with all activities being initiated by the instructor. The kids got 3 15minute interruptions within the twenty-four hours and this was the lone clip the kids had to play. Even at that age the kids all seemed quite mature and most of them took themselves to and from school, none of parents seemed to of all time come in the edifice. There was a batch of equipment for the kids to utilize outside but there was a definite divide between drama and acquisition and in my position the kids were in no manner leaders of their ain acquisition unless exterior. The 2nd scene was a private school in Lincolnshire. The categories were comparatively little and consisted of 20 kids at the most. The school was really inviting, colorful and bright. The schoolroom had colorful shows of the kids s work and besides synergistic shows of things related to the subject that the kids were larning approximately. There was a function drama country that was changed every term with costumes so the kids could acquire into character, a book corner and games and playthings for the kids to play with. The kids did acquire a batch of chance to play and detect new things but the construction was surely non one I would hold described as being free-flow , nor do I believe the kids led their ain acquisition, all the activities were chosen by the instructor. In add-on, the kids had to read an Oxford reading tree book everyday, which they had no pick over. They besides had structured maths lessons. The activities they did in the afternoon ranged from picture, doing theoretical accounts and pulling. Occasionally a group of kids was chosen to play in the function drama country but they were non asked who would wish to play in it, they were told who would be playing in it depending on who had non already had a spell. Often the kids enjoyed the freedom of pick and learning things for themselves, they felt a great accomplishment if they could state you facts they had merely read in a book or if they completed a mystifier. Watching the kids at drama revealed features that were non so evident when they were sitting at their desks. I was able to prosecute in conversation with the kids and larn about what interested them. I remember holding a conversation with one small male child who was really interested in history and sharks, he wanted to read me a book all about sharks even though he usually hated reading, this book nevertheless was about something that truly interested him and so h e became engaged in reading. For this kid it may hold been more good to hold more pick, particularly in footings of literacy. The 3rd school I have visited was really different from the first two in that it promoted drama and kids being leaders of their ain acquisition. In the schoolroom there were tonss of countries for the kids to travel to and play in, there were tonss of things for them to detect and research. They had approximately five or ten proceedingss input as a whole category for phonics and so they were able to take what they wished to make. At some point during the twenty-four hours there would be a focussed activity with the instructor that all the kids had to finish but it was done in little groups so as non to interrupt the kids s drama. If the kids were interested in anything in the room they were free to entree it, they could play on the computing machines, in the building country, and they could paint, play in the sand or H2O or do theoretical accounts. The kids were given a batch of pick. All the picks the covered countries mentioned within the EYFS. Sand and H2O countries covered chiefl y the PSRN facet for illustration, whilst the building country covered the PSRN and CD. Other countries were possibly more obvious in the subdivisions they covered. For illustration, they had a subdivision with merely graduated tables and swayers and rug figure squares, this subdivision was less often used than the other countries. Possibly it was more obvious to the kids that this was a maths subdivision and it was more like making work. When given a pick between what they saw as work and what they saw as drama, they would take drama. In making so, nevertheless, the kids were still larning but non in an obvious manner, non even to a batch of grownups and most of the subdivisions covered more than one facet in the EYFS. It was interesting seeing the different types of drama in action and the accomplishments being learnt. The information gained by the instructor and TA during drama was used in the planning so any involvements the kids had could be catered for, or if any kids needed a small aid developing certain accomplishments so the necessary commissariats could be made, hence, even though the activities the kids could make had been carefully thought out by the instructor the kids still had some input as their involvements were taken into history when planning for those activities. So in a unit of ammunition a turn manner it is possible to state that the kids were being leaders if their ain acquisition as they had an impact on how they learnt. My scope of experiences has apparently gone from one terminal of the graduated table to the other. In the private school a formal attack is their preferable method of learning. The structured attack nevertheless may be strongly influenced by society and the parents. Parents are paying for their kids to go to the school and do non anticipate to see their kids playing all twenty-four hours, like most people they would non be able to see the benefits. Therefore, a batch of force per unit area is put on the school and the instructors to present good consequences and in a familiar manner. In that peculiar country of the state the 11plus is still present so the parents, once more, expect their kids to make good as they are paying for the tuition. It is difficult to state hence, whether the school is bound by force per unit areas of society and parents or if they believe that this is the best manner of learning. The concluding school, nevertheless, has embraced the free-flow method of instr uction, which is greatly received by the kids and apparently accepted by the parents. After detecting the kids, nevertheless, I noticed that a batch of them will lodge to one or two countries of the schoolroom so they are possibly non developing as many accomplishments as the kids who spend a good sum of clip in each country, possibly for these kids it would be more good to hold them making at least some structured activities. On first reading it seems that the German system is the most structured but we have to see the age scope. The kids in Germany start school between the ages of five and half and six and a half. This would be the equivalent to the start of cardinal phase 1 in England. Before kids in Germany start in class 1 they are in kindergarten from around two or three old ages of age. During their clip there they are capable to play activities and really small else, it has been defined as the passage from place life to a more formal manner of schooling where the kids are taught or encouraged to develop basic accomplishments and cognition through drama and through the societal interactions with others. When sing this so it would look that in this state we are inquiring more of our kids at an earlier age than in other states. The function of the practician in a drama based schoolroom is possibly non every bit evident as in a more formal scene. It is, nevertheless, rather a hard function and inquiries are frequently asked over whether or non the instructor should step in in drama or if the kids should be left to it. Should the instructor articulation in, and promote? The function of the practician in this sense is rather difficult to find. It is more clear, nevertheless in other facets, the instructor is able to detect the kids during drama, to acquire a sense of their character and the accomplishments they already have, they are able to larn what the kid is interested in and, possibly merely as significantly, what they are non interested in. They can calculate out how to supply more stimulations for the kid s involvement whilst possibly including within that stimulation something that will heighten any accomplishments they are weaker at. For illustration, if a kid is merely interested in the reading count ry, so is heightening their communicating, linguistic communication and literacy accomplishments and possibly their cognition and apprehension of the universe, but they have no involvement in countries that incorporate job resolution and logical thinking, the instructor may be able to supply more reading stuff that besides incorporates maths but non in an obvious manner. They are besides able to measure the kids through observation ; they can supervise a kid s advancement. And of class they have a immense undertaking in supplying these drama activities that cover the countries of larning laid out in the EYFS. There is still force per unit area on the practicians to let the kids to come on and so they must supply activities that will provide for all phases of development amongst the kids. Decision Play is something that is experienced by kids from a really immature age. The debut of drama into the schoolroom has allowed kids to make up ones mind for themselves how they would wish to larn. Children still gain critical cognition and apprehension but theoreticians, yesteryear and nowadays and the debut of the EYFS, have altered how they obtain it in the schoolroom. Children have more freedom, they now have more pick and can make up ones mind which activities they wish to make whilst heightening the of import accomplishments needed to come on. The fact that kids learn through drama is no new construct but the debut of that cognition into the schoolroom, instead than curtailing it to play school or kindergarten, is to most people, a new impression. Practitioners still have the tough undertaking of guaranting that all kids are catered for and that they are all able to come on and be prepared for the hereafter. For kids play is the most natural thing to make, every bit good as being the easiest. They do non see it as work. When forced to finish a undertaking or listen for a certain sum of clip, they lose involvement and acquire easy distracted. If they believe they have a wholly free pick and everything is seen as a game their attending is held for longer and accordingly they may larn more, even though the acquisition is non so obvious to them. Thingss that are fun are more appealing. There is, nevertheless, value to both structured instruction and drama based instruction and possibly a balance is what is needed depending on the age and ability of the kids, some kids may profit more from structured activities and demand to be challenged where as others flourish in a drama based environment.

Replacement for and replacement of

Replacement for and replacement of Replacement for and replacement of Replacement for and replacement of By Maeve Maddox Prepositions and particles are tricky in any language. Its not an easy matter to explain why some words are followed by to while others are followed by in or for. The native speaker just knows. Recently, Ive noticed the use of to with the word replacement where Id expect for or of. Homeopathy as replacement to antibiotics†¦ Offers a cost effective replacement to broken parcel shelf string†¦ i have lost 12v ac 2.4 power adapter when moving home and am looking for a replacement to said item†¦ The two most frequent meanings of replacement are a person who or thing which replaces another; a substitute. The action or an act of replacing something When replacement is used in the first sense, its synonymous with substitute. For that reason, for is the obvious choice: I need a replacement for my windshield wiper. We need a replacement for Mr. Jones the math teacher. It seems to me that in all three of the examples given above, for is the obvious choice: Homeopathy as a replacement (substitute) for antibiotics†¦ cost effective replacement (substitute) for broken parcel shelf string†¦ looking for a replacement (substitute) for said item. Used in the second sense, replacement is followed by of. Requests for the issuance or replacement of military service medals†¦ Operations involve either metal pinning with screws and/or plates or replacement of the hip joint with artificial parts†¦ Thats not to say that to must never follow the word replacement. The word is often followed by an infinitive: Sansoms replacement to be decided today†¦ SMPT gateway replacement to make mail testing easier Sometimes replacement is followed by a prepositional phrase beginning with to: Procedure now calls for the mayor to nominate a replacement to the board†¦ Budget woes delay shuttle replacement to 2015 However, in these examples, the to phrases do not qualify replacement; they modify the verbs: the shuttle replacement is being delayed to 2015; the mayors choice will be nominated to the board. Whats the consensus? Is replacement to instead of replacement for a regional thing, or an aberration? Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Possessive of Proper Names Ending in S50 Idioms About Arms, Hands, and FingersPersonification vs. Anthropomorphism

Business Plan Essay Example | Topics and Well Written Essays - 750 words - 1

Business Plan - Essay Example According to Wert (2009), â€Å"carnival’s generic strategy is best described as a blend of low-cost and differentiation.† This is like arguing that the company does not put all its eggs in one basket. Rather, it distributes the available generic strategies prudently to ensure that wider scopes of customer needs are met. By low cost strategy, the company masters in winning the hearts of as many clients with little economic standing as possible. For the high class who would prefer segregated forms of products and services, the company caters for this through the differentiation generic strategy. Scope of Generic Strategy Interestingly, the types of generic strategies identified earlier can be broken further down into whether they are implemented with a broad or narrow focus. Porter explains that the measure of either a broad or narrow focus constitutes the scope of the generic strategy. With reference to the generic strategies blended by Carnival Corporation (which are l ow cost and differentiation), the diagram below may give a representation of the different scopes available to Carnival Corporation. Source: Mind Tools (2012). ... It is not surprising that the current ratio, quick ratio and cash per share are all quoted as low with values of 0.215, 0.154 and 0 respectively (Covestor, 2012). The debt/equity, interest coverage ratio and book value per share are all quoted as average with values of 0.621, 1.17 and 0 respectively (Covestor, 2012). The second way by which the company implements cost leadership is by â€Å"increasing market share through charging lower prices, while still making a reasonable profit on each sale because you've reduced costs† Mind Tools, 2012). Differentiation involves making your products or services different from and more attractive those of your competitors. With reference to the product differentiation broad generic strategy, the company plays the game more to the implication of the name of strategy where by Carnival Corporation makes their products and services different from competitors in terms of the product quality, packaging appearance and attitude towards work. In t he bid to stand out tall in the industry, the company ensures that it trades not just product but quality service to its customers. This way, the company becomes the preferred destination for customers if the customers know they would even have to pay the same low price somewhere else for the same set of product delivery. Primary Competitors Indeed the Management Study Guide (2012) notes that one crutial area of competive analysis for any company is â€Å"identifying present as well as potential competitors. As far as the cruise ship operation industry is concerned, Carnival Corporation has a number of key competitors. These companies are described as key competitors because they trade in the same kind of business as

Short answer test Essay Example | Topics and Well Written Essays - 250 words

Short answer test - Essay Example You have carefully chosen channel members to help get your product into the hands of customers. What kind of "value† would you want them to add to your marketing efforts and your customers? I would want them to create customer loyalty and retention. Each customer that walks away from the product is customer equity that goes missing. This will need to be done by tailoring products to meet customer needs. The communication process consists of the sender of the advertisement, the content of the advertisement, and the customer who receives the advertisement. Sometimes, feedback can also be considered part of the communication process because it helps to resolve weaknesses. The five tools are advertising, personal selling, sales promotion, public relations, and direct marketing. Advertising is used to reach customers through a medium of exchange. Personal selling is direct communication between an advertiser and a customer. Sales promotions add value to a product by offering incentives to purchase it. Public relations have to do with supporting causes that will make a firm look good. Direct marketing is about connecting with a customer in order to get a response. 5. One of the uses of public relations can be used for explaining problems your company is having with product shortages, executive embarrassment, product recalls, etc. How can you use Public Relations Pro-actively? Public relations campaigns are very easy to organize and are also very cheap to run. It helps to take the focus of problems that may be occurring in the business and focuses consumers’ attention on something that does not concern business operations. 6. Your Sunscreen sales are slow. You decide to add B2B sales representatives to your marketing efforts to convince retailers to buy and stock your product. Explain the kind of value you want them to add to your marketing efforts. The best type of value that can be added is to properly explain the products and its uses. This will

Define and Discuss ‘Retail Experience’ Essay Example for Free

Define and Discuss ‘Retail Experience’ Essay Define and discuss ‘retail experience’. Use a case study example to demonstrate its application. How does the retailer create and enhance value? Define and discuss ‘retail experience’. Use a case study example to demonstrate its application. How does the retailer create and enhance value? David Olu RETAIL MANAGEMENT Define and discuss ‘retail experience’. Use a case study example to demonstrate its application. How does the retailer create and enhance value? When people go shopping they want to encounter an enjoyable experience which will satisfy their needs so in recent years retailers have tried to take the shopping experience to another level in order to encourage consumers to build a relationship with the brand. The purpose of this essay will be to outline what is meant by the term â€Å"retail experience†. The main focus will be on a particular case study involving Apple in order to explain how the retailer goes on to enhance value. Retail experience can be seen as a process in which a retailer packages an experience together with products. (Berman B Evans J 2010) highlight that â€Å"A Retailers image depends heavily on its â€Å"atmosphere†. When looking at atmosphere it is the psychological feeling a customer gets when visiting the retailer.’’ It is noted that atmosphere can influence hedonic value this is an important aspect of the experience, because this is what plays a vital role in gaining a customer’s interest and it can help in leading the customer into the buying process. All of the major retailers will aim to provide a relaxing environment for their consumers because shopping is considered as fun and pleasurable (Jones, 1999). There are some key factors that contribute to this, first we look at music because it provides entertainment for shoppers Turley and Chebat (2002). Followed by lighting the appropriate use of it,  such as product spotlighting and dim ambient lighting, and thirdly the use of bright and vibrant colours. Swinyard (1993) reiterated this by pointing out that â€Å"Mood states are present in virtually every shopping encounter, and could have a significant effect on shopping behaviour†. And In Relation to this (Kemp and Kopp 2011) also put forward that Emotions shape our everyday existence, including our consumption and purchase behaviour. So this could mean that a consumer in a bad mood may tend to view shopping activities differently from one in a good mood. When a customer enters the store atmosphere they are not able to experience the music in seclusion or smell the scent without seeing the colours as well they do not walk on the floor-covering without feeling the ambient temperature. The typical customer experiences amounts of all these and other incentives as an on-going, collective experience. So it can be argued that most buying environments are purposefully designed to produce specific emotional effects in shoppers. Berman Evans J (2010) argued that â€Å"The presentation merchandise and the displays that bring shoppers into the store are very important in creating a retail image. So other factors which have to be considered when looking at retail experience is the layout of the shop itself because if the shop is nicely laid out it will encourage customers to spend more time in the shop than originally planned. So retailers have to consider the layout of the products and how they can appeal to customers and also clearly labelled displays if they have any in order to make the customers indentify what is on sell clearly. So it is always essential for a business to ensure that the shop is properly organised. A store exterior provides a powerful impact on a business’s image this should be planned effectively a store exterior consists of the total physical exterior of the store itself, with a storefront most retailers can present a traditional, trendy, upscale environment, in relation to retail experience customers who happen to pass a shop they usually judge a store by its exterior so this can be used to draw in customers with things like display windows showing products will be able to catch a customer’s attention  straight away most retailers make use of mannequins in order to grab people’s attention. Customers always want to feel valued and welcomed when they visit a shop so when they enter the shop they expect a good customer service from the members of staff this is crucially essential for an organisation to manage. Because not only will shoppers appreciate the store due to the products offered, or atmospherics’ but they will have more of a strong interest due to the kindness of the salesperson (Lombart and Jeandrain, 2003). If the members of staff are always available and helpful it will create a customer satisfaction and this can be considered as a key determining factor with benefits of repeat shopping and buying behaviour if managed effectively so with this it means that customers will always have a good experience, when they encounter polite and helpful members of staff and this will also create a positive image for the business. Promotion is another tool in which retailers will aim to provide satisfaction to their customers so in order for them to do this they implement special offers as a strategy to achieve this, if an organisation regularly provides promotion as part of its experience it will find that they will attract more customers. So for example retailers like Tesco or Asda regularly offer promotion and they go head to head on offers in order to gain draw in more people. Not only will offering promotions attract repeat custom it will also allow the organisation to generate profit. All different kind of Retailers will try to use different ways in order to bring that retail experience that their consumers desire so retailers who connect with customers through experiences which are personally relevant , memorable, interactive and also emotional are more likely to increase sales and brand loyalty and this is why experience stores such as Apple have emerged, reason being that they want customers to bond with the brand, at first hand , a â€Å"try before you buy† approach . Apple is one of the biggest leading technology companies in the world apple provides customers with an attractive and relaxed environment where they can  handle. â€Å"Apple has been developing its experience stores since 2001 and by the end of 2008 the company had opened some 250 increasingly sophisticated stores† (Jones, Comfort, 2010). Benghazi (2012) States that entertaining browsing experiences might help a browser to learn more about the offers and characteristics. Customers will be able to use knowledge in order to make a decision on whether they should purchase the product or not so in regards to this Apple provide their consumers with a live interaction of their products for example the Apple store in London’s regent street lets customers get involved in â€Å"Getting started workshops† this includes showing customers how to set up a new Mac, connecting to the internet and sending emails. This goes to show that Apple are trying to involve their customers with a firsthand experience of the brand and the products they offer, the experience goes beyond the store itself the company provides summer camps for children and youth workshops. Children aged 8-12 years get what is known as a â€Å"hands-on Mac experience, during a 3 hour workshop 8-13years olds can compose a song â€Å"in a garage band†, construct a photo album and create key note presentations. This illustrates on how Apple are trying to expand retail experience to their customers by going beyond the in store experience this will in return generate a positive outcome for Apple. Within regards to the designs of the stores, the interior represents three values, which are transparency, community and service. There is the open spacious interior containing the computers, IPods and IPhones which are neatly placed on tables this portrays transparency. Community is encouraged by the store through its theatre and its lounging areas and then the commitment into services is branded into customers minds as they are able to visit the genius bar, each store is looked at as a place where people can feel comfortable and are not intimidated by technology. Apple stores may be designed to sell but also at the same time they are designed to teach, customers who walk into an apple store just for a casual play of the products can find that the experience can quickly turn into some serious learning. When we look at a typical apple store it has three  spaces the first one is usually for play and for purchasing, and the other one is for learning a customer would typically come across these areas in that order. The shop is laid out in a simple manner enabling the customers to move around freely to admire the products within the store. Like any other store, apple stores consist of members of staff who wear a blue t-shirt with the apple logo in the middle making them easily recognisable to the public as the staff with a casual look. There always there to help customers with their knowledge on how to use the products. The members of staff always ensure to ask customers if they need help if the customer looks lost, this type of retail setting allows customers and members of staff to interact as the members of staff are always asked questions in regards to the products, and the questions that the customers ask the staff guide the learning and they reveal what has been learned and what else is there left to be learned. So in a sense Apple have able to take the relationship between the customers, staff members and the store to a different level of retailing and learning. The Apple store has built relevance into every section of the shop, the members of staff are aware that they have to start with the customer and with whatever knowledge the customer knows and then progress on from there. Despite the technology the apple store experience is more focused on forming a relationship with the products rather than just focusing on products. An Apples store experience generally provides a powerful image about the brand Apple is able to combine products together with service effectively in order to reward their customers with a unique experience in which customers are able to feel like learners who are able to develop valuable skills. The Apple store learning experience is greatly adapted and focused on the interests and the needs of the individual customer. Conclusion Retail experience is vital for all of the retailers to establish in order to looking at Apple they have successfully established an environment where customers would want to come back again and again so in conclusion Apple has shown that they value their customers by ensuring that their customers experience the products at first hand and by also taking that experience out  of the store by providing their customers with things like summer camps. It is vital that Apple continue to bring this experience to their customers because it will mean that they will generate repeat custom and also they will be able to attract new customers. Bibliography Books Berman, B. and Evans, J. (2010) Retail management a strategic approach. 11th Ed. New Jersey: Pearson education Inc, p.508, 509,510,512. Internet Sonera, T. (2006). Apple case study. Available: www.buyukdemirci.com/Apple/Apple_case_.pdf. Last accessed 18th November 2012. Journals Ballantine, P. et al. (2010) Atmospheric cues and their effect on the hedonic retail. International Journal of Retail Distribution Management, 38 (8), p.1, 2. Burns, D. and Neisner, L. (2006) Customer satisfaction in a retail setting: The contribution of emotion. International Journal of Retail Distribution Management, 34 (1), p.50, 51. Jones, P. et al. (2010) Retail experience stores: experiencing the brand at first. Marketing Intelligence Planning, 28 (3), p.243. KEMP, E. and KOPP, S. (2011) Emotion in consumption. Journal of Consumer Behaviour, 10: p.1. Kronrod, A. et al. (2012) Hedonic Consumption and compliance with assertive messages. Journal of Consumer Research, Inc., 39 (1), p.52. Nsairi, Z. (2012) Managing browsing experience in retail stores through. International Journal of Retail Distribution Management, Vol. 40 (9), p.678. Swinyard, W. (199300) The Effects of Mood, Involvement, and Quality of Store Experience on Shopping Intentions. Journal of consumer research, 20p .271. Washor, E. et al. (2009) At the Core of the Apple Store: Images of Next Generation Learning. The Phi Delta Kappan, 91 (2), p.61, 62, 63