Palmolive - Target Market Identification Report Essay

Palmolive - Target Market Identification Report - Essay Example Marketing mix model focuses on specific parts of a firm’s marketing strategy. The product is one of the basic elements of this strategy. By promoting a particular product, a firm needs to consider primarily the following two issues: a) would be the development of existing product a priority or b) emphasis should be rather given to the increase of the firm’s share in the targeting marketing? In the second case, the firm should try to introduce new products while in the first case the characteristics of a firm’s product should be rather highlighted through appropriately customized marketing strategies. In the case under examination, the first strategy would be rather used, aiming to emphasize on the advantages of the firm’s specific product, the Palmolive natural shampoo vibrant color in regard to the targeting market, i.e. the Australian market. On the other hand, Dibb et al. (2008) note that the term ‘Product’ as part of the marketing mix mode l, refers to a series of issues, including the ‘quality awareness, the product image, the value and the quality of the product but also the product performance’. The marketing policies used by a firm in order to support the performance of one of its products have to refer to the above qualities/ needs of the product, the promotion of which is the targeting market will be attempted.In the case under examination, the marketing strategy of the firm in regard to the specific product would be additionally influenced by the following facts: the Palmolive natural shampoo vibrant color.... 2008, 94). The marketing policies used by a firm in order to support the performance of one of its products have to refer to the above qualities/ needs of the product, the promotion of which in the targeting market will be attempted. In the case under examination, the marketing strategy of the firm in regard to the specific product would be additionally influenced by the following facts: the Palmolive natural shampoo vibrant colour has been introduced in order to meet specific needs – the needs of people with colored hair for increased hair care and protection (Colgate Palmolive 2011). More specifically, the above shampoo helps towards the recovery of hair damaged by the colour treatment; in the specific product, a combination of UV filter and Avocado extracts’ (Colgate Palmolive 2011) has been used aiming ‘to ensure the quick recovery of hair damaged by color treatment but also to ensure the increase of life of colored hair and the improvement of quality of color ed hair’ (Colgate Palmolive 2011). It should be noticed that a conditioner is available by the firm in order to increase the benefits/ effects of the specific shampoo. The package of the above product can be characterized as satisfactory proving clear information on the content and the qualities of the product; moreover, the use of different color in the product’s packaging – compared to the other products of the firm – helps to distinguish the specific product among the others of the same firm but also among other products with similar characteristics. 1.2 Current Pricing The price of the particular product can be characterized as of an average to low level – compared to the price of similar products of its competitors (Leader et al. 1990).

Working Conditions Assignment Example | Topics and Well Written Essays - 500 words

Working Conditions - Assignment Example The usual theme is having cigarettes adds masculinity to men and attract more women. It can be linked to social bonds. Some examples of songs depicting cigarettes are My Cigarette and I, Smoke Rings, Smokin’ in the Boys’ Room, Pass that Peace Pipe and many more. The songs appealed to the mass that caused the increasing popularity of cigarettes way before the billboard advertisements like Joe Camel and Marlboro Man (Cooper and Haney, 1999). It is not only used as a status symbol because of its medical uses. In the form of powder, aqueous solution, ointment and extracts, tobacco was then used to treat tetanus, lack jaw, oedema, spastic dysuria, neurosis, constipation, smoke enemas and arsenic poisoning (Haustein and Groneberg, 2010). Despite of the popularity of cigarette and tobacco, it remains a public health enemy number one because it is the leading cause of death in the United States. Consuming cigarettes causes several diseases like cardiovascular diseases, cancer of the lungs, respiratory ailments such as bronchitis and emphysema and other forms of cancer like laryngeal, oral and stomach cancers (Schneider, 2011). In line with the negative health effects of cigarette smoking, several efforts had already been done in the United States. In 1971 the tobacco ads had been banned by the Congress along the airways while in 1984 the Smoking Education Act had been passed together with four strongly worded cigarette warnings in advertisements and cigarette packages. In 1986 the Comprehensive Smokeless Tobacco Health Education Act had been passed (Pampel, 2009). Since then California is the state that adapted some specific measures to manage the risk of cigarette smoking then followed by New York in 2003. The smoking law in New York was signed by Coy. George E. Pataki which includes many strict measures but with exemptions like licensed cigar bars in New York City, America-Indian-owned

Rates of reaction experiments Essay Example for Free

Rates of reaction experiments Essay I was planning to observe each reaction for 10 minutes and was able to do so because the reactions started getting slow after a while I had a few problems during my experiment. The size of the chips was not exactly the same, each group was made up of chips of approximately equal sizes and this is not exactly accurate. In stirring the experiment we had to be careful of stirring it evenly and not aggravating the reaction. The experiment could have been improved in various ways. Using beads of limestone can solve the problem of unequal size of particles. Using a magnetic stirrer can be used solve the problem of uneven stirring of reactants. The use of a more accurate scale helps in solving the problem of reading off measurements from the measuring cylinder. Drawing the curves of best fit was an accurate step I took. My graphs helped in proving my aim, A distinctive trend is shown in the graph as clearly show that small particles react faster than large particles. I was interested in this experiment when I first started. I was interested in seeing changes in the reactants at the end of the reaction. I was very satisfied when I found out that my predictions were correct. The effect of concentration on Rate of Reaction Aim In this experiment my aim is to find out whether rate of reaction increases when concentration in a reaction is increased. Word equation Sodium Thiosulphate + Hydrochloric Acid Sodium Chloride + Sulphur Oxide + Water + Sulphur Chemical formula Na2S203(aq) + 2HCl(aq) 2NaCl(aq) + SO2(g) + H2O(l) + S(s) This reaction usually produces a white precipitate, which is the Sulphur and a putrid smell, which is the sodium chloride. Two main factors are needed in this reaction for it to succeed. The first, being that the reactant particles must meet and collide. If no collisions take place then the reaction cannot happen. Secondly the reaction must have enough energy to form a product. The activation energy is the most minimum amount of energy that is needed for a product to be formed. Once the solution has become totally opaque the reaction is complete. This means all the reactant has been used up and the reaction is complete. We can see this if a piece of card with a cross on it is placed under the conical flask. Once the cross is completely obscured from vision, if looking through the conical flask to the bottom, the reaction has taken place. The time it takes for this to happen is measured as the rate of reaction. Purpose of this experiment The purpose of this experiment is to record how long it takes for the cross under the conical flask to disappear under different concentrations. We have chosen sodium thiosulphate to use in different concentrations from a range of 10 ml to 40 ml. I believe 4 concentrations will be a sufficient amount although more can be taken to further the investigation Apparatus needed for this experiment are: Conical Flask stopwatch White tile marked With X . Chemical needed for the experiment are: 1) Sodium thiosulphate 2) Water (distilled) 3) Hydrochloric Acid Fair test I will need to keep in order to get correct results and to do this I need to keep in mind a list of variables, which are: The temperature of apparatus should not change Try to control the surface area of the reaction Try and judge accurately when the X mark is disappearing Fixed amount of Sodium thiosulphate and water should be added Prediction I predict that when the concentration of the acid is raised, the rate of the reaction will increase. This is because, when the concentration of acid is higher, more acid particles are present in a given volume of the solution, therefore, more acid particles are available to collide with HCl particles. This consequently increases the chances of successful collisions (those resulting in a reaction) occurring. As the collision theory states, the more collisions that occur in a period of time, the faster the rate of the reaction. This is because the reaction only occurs when Hydrochloric acid and Sodium thiosulphate particles collide each other Safety. As safety is the number one priority in this experiment, many safety precautions were taken to make it as safe as possible   Goggles were worn to make sure that eyes were protected.   Hair and loose jewelry were tied up.   A safe distant was kept in case of any spillages.   Any spillages on clothes and skin were rinsed thoroughly immediately. Any spillages on work surfaces and on the floor were mopped up with a damp paper towel. As Sulphur Dioxide can appear to be a hazardous gas, windows and doors were opened to keep maximum ventilation in the room. Method 40 ml of Sodium thiosulphate should be poured in the flask Then 10 ml of HCl should be poured into another flask 10 ml of distilled water should be poured onto another flask Put a tile containing an X mark under the sodium thiosulphate flask Then mix all these 3 chemicals into one such as pour the 10 ml of water and 10 ml of HCl onto the flask containing sodium thiosulphate. As soon as the reaction starts put the stopwatch on After we saw the reaction between started forming white precipitate which made the X mark look dimmer and dimmer to finally no X mark. As soon as the X mark is not seeable stop the stopwatch and record the time Everytime we finish a reaction we had to use another flask Everytime we start another reaction the concentration of sodium thiosulphate we decrease it by 10 ml and increase water by 10 ml During the experiments the amount of |Hydrochloric acid always remains the same at 10 ml The steps are the same for every new reaction on this experiment whether if the concentration even changes Preliminary work Before conducting a real experiment I will do a Preliminary test to check whether the experiment will work out. I have used the same method as shown above and theses are the results I obtained Volume of sodium thiosulphate (ml) water (ml) Hydrochloric acid (ml) Time it takes for X to vanish 3secs Experiment diagram Results The table below shows the results of my real experiment. The experiment was done for 3 times to get the average time taken which can make it even more accurate Na2S2O3 (Ml) H2O (Ml) Volume of HCl (Ml) Trial 1 Time taken (Seconds) Trial 2 Time taken (Seconds) Trial 3. Time taken (Seconds) Average Time taken (Seconds) 40 ml 10 ml 10 ml   000 Conclusion After conducting my experiment and while looking at my results I feel that my predictions were true because I predicted that when the concentration is high the reaction will be fast compared to the reaction with less concentration and same in my result I saw when sodium thiosulphate is 40 ml and water is 10ml the reaction takes 48. 83 seconds but when water is at 40 ml and sodium thiosulphate is at 10 ml the reaction takes 194. 00 seconds Analysis As you can see from the results in the section before, the graphs and recordings clearly show that the concentration does affect the rate of the reaction. As the concentration increases, the rate of reaction speeds up as well. The following graphs clearly state that where the sodium thiosulphate was most dilute, and was at the concentration of 10ml, the rate of reaction took the longest on average and in every experiment taken. The graphs also show that the rate of reaction happened the quickest when the Na2S203 was at its highest concentration. As you can see in the graph, the graph takes a negative correlation in form. The rate of reaction time starts off highest because of the low concentration. As the reactant particles are further apart and there are more spectator ions present, getting in the way of the reaction. These ions do not take part in the reaction but can slow it down as the do act as an obstruction. This makes it very hard fro collisions to take place. This prevents the reaction from happening quickly and stops the product from forming quickly. As the concentration slowly increases, the number of spectator ions decreases in the same given volume, which in the experiment is 10cm3. This makes it more likely and easier for collisions to actually occur. This being as it is, it means that the reaction happens quicker and so the products are formed quicker as well. Even though the rates of reaction for the different concentrations were all very different, the cross on the card eventually disappeared in every experiment. The cross did not really disappear though. This is just a phrase used. What really happened was that the solid Sulphur that is formed as a precipitate of the reactions, shields our view and it is an opaque substance. The Sulphur is a milky yellow colour and can be seen when emptying out the contents of the conical flask. It sometimes can leave a residue on the inside of the flask. The rate of reaction also depends on how quickly all the Sulphur is formed as an end product. This can be dependent on the concentration as well. If there are more particles in a given volume there are going to be more atoms that need to bond to make the product. Aim My aim for this coursework is see whether rate of a chemical reaction is affected by the addition of a catalyst in the reaction How a catalyst works There are many ways in which we are able to speed up the rate of reactions. A catalyst can either increase or decrease the rate of reaction. A positive catalyst lowers activation energy. The particles, therefore, need less energy to react and the process proceeds more quickly. A negative catalyst (an inhibitor) slows down the rate of a chemical reaction by doing the exact opposite. However, it is important to realize that the catalyst itself does not take place in the reaction and it is, therefore, not used up in the reaction. Below is an energy diagram showing the presence of a catalyst. The graph shows the effect of a positive catalyst on the activation energy. When you use a catalyst, there is as much catalyst at the end of the reaction as there was at the beginning. The catalyst is used over and over again. As catalysts work so fast and are used again and again, it is only necessary to have small quantities of catalyst present to make a chemical reaction go faster. Solid catalysts work by providing a surface onto which the reactant particles can attach, react, rearrange and then leave. Catalysts work in a very similar way to increasing surface area, when it comes to the rate of reaction. Catalysts are no different. If you want a solid catalyst to be as effective as possible, it should have the largest surface area possible. By putting holes in the catalyst, it will have a large surface area and be more effective at catalyzing a particular reaction than if it was just a solid lump. Apparatus needed for the experiment Delivery Tubes Test Tubes Test tube clamp Stop watch Stand Chemicals used in the experiment A) Hydrogen Peroxide B) Potato Chippings Fair Test: Fair test must be kept in mind to promote accurate results. For this reason I had to keep: The same mass for the catalyst The temperature during the experiment shouldnt change Concentration should remain the same Prediction I can predict that when the catalyst will be added to the reaction the reaction will be quicker and faster because of the collision moving faster. I predicted this because when I learnt about catalyst the fist thing that was taught to me was that catalyst increase any kind of reactions Formula Hydrogen Peroxide water + Oxygen 2H2O2 (aq) H20( l ) + O2 ( g ) Method For this experiment the catalyst we will be using is Potato. And it will be cut into pieces of 1cm The method we done our experiment is show below: 1) First we need to set up all the apparatus we need during the experiment 2) Put Hydrogen Peroxide inside the test tube and add Potato chippings (catalyst) 3) Heat the te.

Time To Celebrate The Last Fifteen English Literature Essay

Time To Celebrate The Last Fifteen English Literature Essay A Quinceanera is described in many ways. A Quinceaà ±era is a party. A Quinceanera is a girl growing up to be a woman. A Quinceaà ±era is a time to celebrate the last fifteen years of a young Hispanic girls life. Many Americans see a Quinceaà ±era as a party. They see it as Hispanic people throwing a fifteenth birthday party for a girl. Peoples view of a quinceaà ±era is different for everyone. Some see it as flattering and beautiful while others see it as a way to gain attention ($). To Hispanic people, however, a Quinceaà ±era is much more than just a party; it is a time when a girl grows up and becomes a woman. Although many people believe a Quinceaà ±era is simply a party, it is actually a celebration, a milestone, and a drastic change from child to young adult in a girls life. While a Quinceaà ±era is a big party, the milestone also requires many traditions to be upheld by the Quince and her family. Traditions lead back hundreds of years to when Quinceaà ±eras began. Quinceaà ±eras originated from the Aztecs who celebrated a girl gaining her womanly responsibilities and, therefore, growing up (Karthik np). Quinceaà ±eras were unpopular until the 1930s when people started showing interest in celebrating them again (Quinceaà ±era! A Celebration of Latina Womanhood np). Years ago, fifteen was when a girl grew up and left the house to marry and have children. Now, girls become women at fifteen but with different responsibilities (%). Recently, our society has been drawn to hosting crazy and large parties. By far, quinceaà ±eras are said to be the biggest and best of parties in America due to their popularity as well as many other factors (!). Many of these traditions are carried out during the mass; however, few are also performed at the reception. Origi nally, the Quinceaà ±era was meant for girls to become women in the Hispanic culture. However, more and more boys have been requesting the blessing of the Quinceaà ±era as they turn fifteen (X). Much like a wedding, before the Quince girl enters the church, flower petals are spread where she will walk. The flower petal tradition is normally performed by two small children. When the children finish spreading the flowers, they place a small pillow, usually embroidered for her, under the alter so she may kneel at various times during her ceremony (Cuevas De Caissie np). Looking as spectacular as a bride, a young girls quinceaà ±era is very close to a wedding and just as important to everyone. The only true difference is that a quinceaà ±era celebrates a girl turning into a young woman (@). During the mass, the girls Godparents present her with a scepter and the girls parents replace the original headpiece with a tiara or a crown. These two items represent her new responsibilities b efore God and before her people. Following the mass, the girl performs one more act before going to the reception, At the end of the ceremony the children pass out bolos or small gifts to those who attended the mass as the Quinceaà ±era places her bouquet upon the altar of the Virgin Maria.(Cuevas De Caissie np). The Quince girls act of giving her bouquet to the Virgin Maria shows respect to holy figures. Continuing to follow tradition, a few important customs are carried out at the reception. One tradition for a Quinceaà ±era is that the girl chooses a Court of Honor, which consists of seven girls and seven boys. The Quinceaà ±era chooses her Court of Honor for her ceremony and reception. It usually consists of people in her life, around her age, that are special and who she wants to spend her big night with (~). They perform and speak at her reception. The Quince girls Court of Honor is there to support her and to celebrate her birthday with her (Hennessy-Fiske np). Another cus tom performed at the reception is the girl being presented with a bible, a cross, and a Rosary to symbolize her faith and to remind her of her promises to God as a woman (Cuevas De Caissie np). Many traditions ultimately keep the culture of the ceremony as well as keeping the Lord present. These traditions, however, do not come without much preparation beforehand. One of the biggest factors of hosting and celebrating a Quinceaà ±era is the cost. Naturally, the size of the Quinceaà ±era as well as other things such as the venues and the attire of everyone depends on the money that a family can spend (Cuevas De Caissie np). Quinceaà ±eras can be as pricy as a decent-sized and beautifully decorated wedding, right down to the invitations (Alvarez np). Americans save money for college and weddings of their children. While Hispanics save for college and weddings, they first must think about saving for a Quinceaà ±era and what it will cost them to pay for it. In the past, people with a low income threw small quinces or simply did not have them. Today, many people of this class throw crazy quinceaà ±eras and also get money from friends and family for the cost (^). Many Hispanic families rely on Godparents and other members of the family to help with the cost of the Quince aà ±era and even then, many take out a second mortgage on their homes to simply pay for this one special night (Cuevas De Caissie np). An additional component that Hispanic parents must remember is planning this night for their daughter. A Quinceaà ±era cannot be planned in two months. Most Quinceaà ±eras are planned two to three years in advance (Cuevas De Caissie np). There are many things that have to happen for a quinceaà ±era to go off without a hitch. Similar to every popular event in society, the celebrations of quinceaà ±eras has been taken over by the party industry. This has caused it to grow in many big ways, including the cost (*). Quinceaà ±era has become very popular among many cultures of people. It is a great way to celebrate a fifteenth birthday. In most cases, the people celebrate this custom without knowing what it really means (/). For each fiesta, those elements can be religious or non-religious and they are different for each quinceaà ±era. This depends on the quince and the people attending it (). Nonetheless, parents are not the only people who should plan for a Quinceaà ±era. For Quinceaà ±eras, some parents do not think twice about managing their money. Parents do crazy things for their little girls coming-of-age such as getting a second mortgage or just spending all the money they have (`). The Quince girl should prepare herself for the day as well. The girl can do a number of things in preparation for her day. One act of preparation is to devote a day to prayer. She should pray for her night and her family and friends. She should read the word of God to spiritually prepare herself for the blessings she will be receiving and the commitments she will be making to the Lord (Gà ³mez-Ruiz 224). She should also rehearse the mass and the reception with her family and Court of Honor to ensure that the night will be flawless. The Quince girl should also meet with the priest conducting her ceremony to make sure she acquires all the necessary elements in order for the service to be holy (Gà ³mez-Ruiz 218). After assuring that all the aspects of the night are accounted for, a schedule should be determined for the night, also ensuring that it will be flawless. Most Quinceaà ±eras begin with the mass, which is held in a church. Following the mass, the group and its audience travels to a different venue for the reception. When all the guests are seated, the Court of Honor takes their place, followed by the Quince girl, who makes a grand entrance to her party. Before the festivities begin, a toast, known as Brindis, is proposed in the girls honor and everyone has a chance to speak. Once the crowd finishes Brindis, the Court of Honor assembles and prepares themselves for the Waltz. At this celebration, the Waltz is split into three sets; The Waltz with the Chambelanes, the Family Waltz, and the General Waltz. The Waltz with the Chambelanes starts the festivities. The first Waltz is the time where each Chambelan of the Court of Honor dances with the birthday girl. Subsequently, the Family Waltz is next. The Family Waltz is the duration of the night when the Quince girl dances with all her immediate family members. Ending the Waltz sequence is the General Waltz when the guests are invited and encouraged to come and dance together. After the Waltz time has ended, the first song played is one chosen by the Quince girl to start the party (The Tradition np). This continues for the rest of the celebration until around midnight when the reception ends and the guests depart. Towards the end of the ceremony, more rituals are performed. Of all the traditions and rituals presented at a Quinceaà ±era, the following rituals are most important. The first is the lighting of fifteen candles. The lighting of the fifteen candles takes place when the cake is presented to the crowd. Fifteen important people, usually family or close friends, are chosen before the night to light one candle, and the girl prepares a short speech for each person that lit a candle on her cake. The second ritual is La Ultima Muà ±eca, which is the ritual of the last doll. The Quince girl chooses one doll from her childhood and carries it with her throughout the night. At the end of the celebration, the girl gives up her doll, which symbolizes her childhood, as a sign of reaching adulthood (The Tradition np). In most South American countries, the Quinceaà ±era celebration consists of a reception. Godparents are not required, there is no ceremony, and many of the traditions are not perfor med (+). While these rituals are significant to the fiesta, one of the best components is the Quince girls dress. The dress symbolizes her purity and her promises to God. Normally, the dress is white as a way to stand for her purity and promises to God, but today, many Quinceaà ±era dresses are made in bright colors with many sparkly accessories. One of the best details of a Quinceaà ±era is the dress. The color and the design all adds to the beauty of the ceremony. Quinceaà ±era dresses are almost exactly like wedding dresses from the cut to the material (=). The dresses are not very different from wedding dresses, and after Quinceaà ±eras became more popular, many wedding dress designers started a line of Quinceaà ±era dresses to be sold in boutiques and wedding shops. The only true difference between a wedding dress and Quince dress is that a Quince dress does not have a train (Cuevas De Caissie np). The final touches to the ceremony are the decorations. For what decorations are used, there are no restrictions. Many people use flowers and drapes with colors that correspond with the theme of the Quinceaà ±era party. These rituals and decorations are displayed to the invitees at the reception. The most important part of the reception is the time when rituals are fulfilled to symbolize womanhood. The most important ritual of a Quinceaà ±era is the changing of the shoes. Through the mass, the Quince girl wears ballet flats and when she arrives at her reception; her father presents her with her first pair of high heels (Cuevas De Caissie np). This father-daughter moment is the ultimate time where a girl becomes a woman. She exits the reception later that night wearing the heels and stepping into the world as a woman. While this ritual is significant during the reception, the real reason for the reception is to celebrate the transition into womanhood. One aspect of the passage into womanhood is sharing it with the immediate family of the Quince girl. The Quince girl also has a privilege for her Quinceaà ±era if she qualifies for it. She can be Miss Quince. However, there are some rules she must fol low and qualifications her life must meet, Not every girl wants to be Miss Quince. Like Miss America, Miss Quince cant have a past. She must sacrifice present pleasure for a future fiesta that comes after baptism and first Communion. Both her parents must be church members. She should not drink or smoke. Above all, she must be a virgin (Hennessy-Fiske np). If a girl is able to be Miss Quince, it is a true honor for her and her family. Her family is also included in the prayer ceremony. The ceremony is a time to come together and prayerfully celebrate the transition into her womanhood and her faith to God (Pope np). Following the family moment of prayer and times of ritual performance, the new young adult is free to go and enjoy the night with her Court of Honor and all guests. Her night includes dinner, dancing, cake, and speeches for the guests and for the Quince girl. After the Quinceaà ±era, a series of things a girl must follow in her transition from young adult to adult in her life are given to her. One thing she must do is dress modestly. The new young lady has to remember that she is a figure under God, and she must dress to show that. Her apparel must be modest and her actions also have to reflect her pureness. Her overall appearance, which consists of wardrobe, attitude, and language, must reflect that of God. A set of privileges come with being a woman and the Quince girl will acquire those privileges throughout her life. These privileges include the ability to participate in holy activities of the church and to teach younger people about the Lord and His great ways. The Quince girl is also allowed to wear heels, shave, and dance publicly. In many Latin American countries, a Quinceaà ±era meant that a girl was available to marry. Today, some people now view it as a sexual coming-of-age for girls (?). These things are allowances given to her graciously by the Lord for becoming a young woman in His sacred place and continuing to follow Him passionately. A Quinceaà ±era consists of many things. A Quinceaà ±era is a time to grow, a time to love, and a time to appreciate family, friends, and God. Though celebrating quinceaà ±eras have fluctuated in popularity over the years, recently people have been seeing more and more of them coming back (#). While many people see this as just a party, a Quinceaà ±era is actually a milestone and a transition into womanhood for young girls of the Hispanic culture.

Communication Technology :: Communication

Communication Technology I began brainstorming and searching for products of nature to complete the invention portion of my writing technology assignment. I could not use any of the modern conveniences of writing. This rule totally eliminated the pen, pencil and even nail polish that crossed my mind. I also had to determine a surface for my text considering everything must be natural but not modern. I came up with the idea to use a honeydew and charcoal. The Honeydew would become my surface and the charcoal would become my writing instrument. I settled with this idea because I believed it would meet the natural and technology requirements for the assignment. This idea was not successful because the charcoal didn’t show up as well as I planned. In fact, it looked more like I was running out of charcoal and appeared very light. I realized I needed a more rugged surface. I chose a cantaloupe instead. I opted for the smallest for mobility purposes. I needed to remain universal and somehow connect the statement to our current readings. I decided to write, â€Å"Different colors, one origin, God. Love all.† The text discusses two forms of communicating, oral and written. One side favors oral communication and believes written communication is inferior the other feels oral communication is not as stable as written. One side feels written communication destroys memory. Walter Ong even compares the objections against writing to the objections urged by computers (Tribble and Trubek 2003: 79-81). Different cultures did not accpet the written word and chose to have an oral culture for this reason. " The oral world as such distresses literates because the sound is evanescent", (Tribble and Trubek 2003: 316). This means the spoken word does not have the same stability as the written word because sound can vanish. Whereas the written word can always be referenced. Thomas Watts said, â€Å"Writing is the First Step, and Essential in furnishing out the Man of Business† (Thornton 1996: 6). It is thought of being of a professional manner when you send someone a letter. This shows that you are literate and have ability to write. For example, you would send a memo to a co-worker but not to a relative.

Is it time now for a new social contract?

There are many suggestions for reform in government’s relationship to the economy. As I had hinted in my earlier discourse, many of my recommendations deal with eliminating government’s intervention in economic activity. Thus, there needs to be a creation of a free market economy, independent of government influence as a means to stimulate economic enterprise toward more productivity and to restore the economy to a strong position. However, given the long history of government involvement, it is highly unlikely that such action is possible.I guess it is time for a new social contract. It seems that the policies and practices in the employment of relationships in America are no longer responsive to the needs of today’s working families and society. There had been more emphasis on increased profits and productivity while the wages have remained the same, or worst, declined and stagnated for families. The irony is that people are working harder, but they do not belo ng among those who share in the gains from their efforts.Only a small percentage of the population is privileged to have that benefit, adding to the increasing inequality. The families are affected by these changes and one wonders what he can do in the face of these economic changes. The implicit social contract that encompasses work such as loyalty and hard work are not necessarily rewarded with fair and increasing wages. This has been blotted out by a norm where employers give center stage to stock price and even short-term gains, which are often at the expense of the workers who work hard daily.What we call the American Dream is usually the promise of riches and prosperity and a life that is well-lived.   This has been the ideal ever since that ensures one success in life so long as he is willing to sacrifice everything to work for it. It has been such an illusion for many. Thus the American dream has become a driving and motivating force for millions of people who flock to the â€Å"Land of the Free† because they want to escape the poverty in their countries.They think that their only option viable to them is to move to a country that promises them success, wealth, freedom from material prosperity.  Ã‚   However, even though this is oftentimes true for the people who really do work hard for the dream, the American Dream must not be promoted as it is. The reason here is because it shifts the focus from the true values that count in the family to the material wealth and greed that entices people to come work in a land of opportunities which may otherwise not turn out to be so (The American Dream).I remember Walt Whitman’s poem I Hear America Singing where there is the sense of each one seeking his own personal niche in the land of promises as seen in the following lines:â€Å"Each singing what belongs to him or her and to none else, The day what belongs to the day–at night the party of young fellows, robust, friendly, Singing with o pen mouths their strong melodious songs.†(I Hear America Singing).It almost captures that desire as one reads the entire work and is very descriptivethat the future belongs to the young and those who are open to opportunities. For the people who leave their country of origin, there is a substantial tradeoff for embracing the American Dream. Behind the veil of power and comparative material wealth that is promised to every individual, there is a significant loss that one must encounter. And that loss is the loss of traditional culture. In the essay by MSNBC columnist Eric Liu, he states that during one of his dinner meals at a friend’s house: â€Å"The more time I spent in their midst, the more I learned to be like them.To make their everyday idioms and idiosyncrasies familiar. To possess them.† This particular longing to assimilate all of the â€Å"everyday idioms and idiosyncrasies† of the American culture was brought about not by curiosity or a certain z eal for knowledge. This particular longing was fueled by negative emotions. This passion for learning the ropes of American culture was born out of the longing of the desire to fit in.The American Dream may be able to provide a person the necessary wealth that one could only dream about in his native country but it also takes away the immaterial liberties that come from being rooted in a different culture. This is what is seen in Tony Went to the Bodega But He Didn’t Buy Anything. Because the person sat at the doorway and saw people come and go, his being in that position depicted a life of leisure which one thinks could be achieved if he pursues the American Dream.One does not know that there is an illusion to this since one may never attain this goal by just going to a place and hoping that one’s station in life is guaranteed to be easy. The American Dream will always be a Utopian dream until people realize that material wealth is not the only path for success and ha ppiness. This is seen in the lines,Tony went to the bodega, But he didn’t buy anything: He sat by the doorway satisfied To watch la gente (people Island-brown as him). Crowd in and out, (Tony Went to the Bodega But He Didn’t Buy Anything).The American Dream promises people from all walks of life and all countries of origin that within this land, there is freedom from oppression, freedom from poverty and material wealth but for other people, it will only remain a dream for them. As Langston Hughes remarks, â€Å"I am the people, humble, hungry, mean–Hungry yet today despite the dream.†Ã‚   There have been casualties during this fight for the American Dream. Several people have risked leaving their homelands in search of a bright future in the United States yet there are millions today on relief and people are still being persecuted and discriminated.The land of the free is still a land of oppression and even though people would like to view it as a land of opportunity, it becomes more like a land of   deception and false hopes. Hughes ends his poem with both a revelation of what America has come to be as well an exhortation to the people to make America what is should have been. He says: â€Å"The mountains and the endless plain–All, all the stretch of these great green states–And make America again! (Hughes, 1938).Being optimistic about the dynamic forces of globalization and the practical applications of corporate social responsibilities sweeping multinational and large national organizations, I still believe that there is a balanced solution in multinational’s outsourcing of resources and less developed countries’ mutual advantage from this economic relationship. It is the primary duty of the national governments to uphold their sovereignty and protect their natural resources, especially their human resource or labor from being corrupted by foreign companies.They must uphold their constitution and by laws and promote more economic and bilateral policies to protect their people and resources at the same time harness their economic potential for the nation’s own advantage, growth and development.   They must dictate the terms for which their resources will be used, taking into consideration the growth and comparative advantage of their people and the extinction of their natural resources and habitat. The notion about hiring local managers and staff is preliminary. Of paramount importance is the question of how and in what terms they will allow the multinationals to exhaust their most important resources and capital.In effect, the dream that once tugged at people’s hearts never really existed in the first place. The dream that made people leave their homelands only remain a dream because there are people who still have not â€Å"made it† in America. There is something amiss in the ruckus that is about the American Dream. On one side, the American Dream remai ns a dream where the corruption and the apathy of people continues to prevent it from coming true while on the other side, the American Dream comes with too high a price. It asks for the individual’s culture, it torments the person and convinces him into thinking that if you do not assimilate the American culture, you will never make it.Given the importance of our work in our daily lives, our policies and institutions need to provide decent benefits and the opportunity to use one’s abilities to the maximum. Consistent with our nation’s democratic principles, all Americans must possess a freedom to voice out their opinions and be treated fairly. This just means that we value a balance between the interests of the employers and shareholders and the interests of the family.ReferencesThe American Dream. Retrieved Oct. 20, 2007 at:http://en.wikipedia.org/wiki/American_DreamI Hear America Singing by Walt Whitman.About.com Literature Classic.Retrieved Oct. 20, 2007 at: http://classiclit.about.com/library/bl-etexts/wwhitman/bl-ww-ihear.htmHughes, Langston. 1938. â€Å"Let America Be America Again.† Retrieved Oct. 20, 2007 at:  http://www.poetryconnection.net/poets/Langston_Hughes/2385Tony Went to the Bodega But He Didn’t Buy   Anything.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retrieved Oct. 20, 2007 at:http://www.gcsk12.net/speech_meet/speech_docs/Junior%20High%2005-06/dramatic%20poety/dramatic_poetry_43.pdf

Curriculum Development for Inclusive Practice Essay

Curriculum Development for inclusive practice Curriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning. Thus, curriculum is more than a general framework, it is a specific plan with identified lessons in an appropriate form and sequence for directing teaching (Wiggins and McTighe, 1998). The word ‘curriculum’ is actually a Latin word for ‘racecourse’. Curriculum is the activities that learners will undertake to achieve their learning goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a huge and vast amount of elements that help shape a curriculum. There are many different methods and approaches to the design and implementation of curriculum and a lot is dependant on the teachers’ approach of it. In the world of training, the curriculum can designed around the objectives of the clients specifications. Most of the time curriculum is based on the organisational needs of learning and objectives, for example, their curriculum. Approval from external agencies, for example, awarding bodies give approval for the qualification to be delivered. The awarding bodies supply the syllabus or guidance which gives the teacher the information and framework for delivery and assessment of the subject matter. External agencies may provide funding in some cases and in this instance the course will only be provided once the funding has been attained. Within the training in-house sector of teaching, it is normally the business and individual needs’ that sets the benchmark for the requirement of bespoke training courses. In house training/teaching cater for the needs of the staff and in the majority a lot of the courses attained by the learners do not lead to formal qualifications. In all of the above instances the organisation will supply the syllabus or course content to shape the curriculum. If the syllabus or course content is not available the teacher will have to develop their own based around the subject that has to be delivered. The aim of the teachers is to identify the learning needs, styles and the potential of the learners, this needs’ to be achieved at the prior to the start of the students learning. As an example of this a school’s curriculum comprises both statutory elements (including the National Curriculum, religious education and careers educations) and non statutory elements (priorities defined by the school). An area where there will be a significance of equality and diversity in the design of the curriculum would be children with multi-sensory impairments. One of the fundamental principles of the code of practice is that all children, including those with special educational needs should be offered full access to a broad, balanced and relevant education. This is what the national curriculum was designed to provide. Some children who are multi-sensory-impaired will follow the National Curriculum, usually with additional support. Others will follow a modified form of it. Still others will follow more specialised developmental curricula which will include teaching a child things that non-disabled children already know by the time they start school. Even children who follow the same curriculum as non-disabled peers, however, will usually need additional elements because of their sensory impairment. These may relate to: * mobility skills, communication, sensory development or other aspects specifically affected by deaf blindness * therapy needs – for example, physiotherapy * concepts usually learned incidentally – for example, the interpersonal and independence skills used at break or meal times All teachers modify the curriculum in order to meet the range of learning needs in their class. Children who are multi-sensory-impaired are likely to need the curriculum modified on an individual basis, because each child’s combination of hearing impairment, visual impairment, other disabilities and learning characteristics will be different. There are many models which affect the delivery of curriculum, way in which a teacher must attain the end result, should and could deliver to the learners. For example, the product model focuses hugely on the outcomes of a course. The product model is also referred to as the behavioural objectives model. An example could be of a first aid course, the teacher has to teach what must be taught in order to facilitate the learners to pass. Training in the workplace is very much honed to the product/behavioural model of curriculum development. The teacher focus predominantly on what must be taught rather than focusing on what should or could be taught The behavioural model of learning concentrates on the measurable outcome of curriculum. The advantages of the behavioural model are that there is normally a general statement of intent and this is hopefully ensuring avoidance of vagueness. The assessment process is actually more precise. The learning should be step by step and it should focus on the previously learned material. Ralph Tyler (1971) stated that there is a guideline for curriculum development that the interacting influences of organized scholarship, the learner, and society should provide the dominant source and influence for curriculum development. Tyler organized his model into four fundamental questions, which he stated should be answered when designing curriculum: 1. What are your curriculum aims and objectives? Which learning experiences meet these aims and objectives 3. How can these learning experiences be organised into a curriculum programme? 4. How can this programme be evaluated? The Tyler theory to date is the most influential model of all in preparation of curriculum, the needs of society at the time of development and the needs of the learner at the time of development should be imperative. The ever evolving social psychology of our society must be accounted for, exactly what are the educational purposes needing to be attained. The focus should be related to previous learning and experiences and after analyse the factors how is the curriculum design going to encompass and attain the objectives that may not have been reached previously. The philosophy of education will profoundly affect a student’s life. It is providing the foundations, the aspects of knowledge and social experiences are needed to improve learner’s futures. An example could be of training, the different settings and mutli-cultural workforce will have a variation on the curriculum. The curriculum will need to be designed in partnership with the employers, so a competency framework will be met. Aims and objectives will have to set within in the competency framework which over time changes with legislation and regulations. The learning experiences should organised into the curriculum and depth, complexity of the subject, ensuring that it covers all levels of learner’s attainment. Then course needs to be evaluated, how will the course be evaluated and the key objectives attained? Simplistically the Tyler theory in practice is the most fool proof design of curriculum. The curriculum can be subjective and open to interpretation. Needs analysis previous to design of curriculum is imperative, the findings should be summarised and should formulate part of the curriculum development documentation, which is practice is fantastic if you have the relevant information prior to course delivery. The world of training can be ad-hoc and trainers are not always privy to this information. However, the behavioural model approach has received criticism. One of the arguments against the behavioural model is that the ‘affective domain’ cannot be considered adequately in terms of specific behaviours. The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection, thus it cannot be assessed adequately and the behaviour model will discourage ‘creativity’ on the part of both learner and teacher. In the 1980’s behaviourism was superseded by the humanistic approach to curriculum design and implementation. The process model concentrates on course content, relevant knowledge and skills that can be learnt and applied. This model focuses on teacher’s activities, the conditions in which the learning takes place and the learner activities. An example could include when a person pays for their course of study. The learner would be getting the benefit of what ‘must’ and ‘should’ be covered as well as ‘what’ could be delivered. Stenhouse (1975) quoted the English dictionary when defining curriculum as ‘a course; especially a regular course of study as at school or university’. Most of the time the course design/curriculum is what the governing bodies have decided should be taught. The sets what exactly as teachers in advance what learning is going to be planned, achieved and what goals should be produced to the subjected being taught. Stenhouse challenged the view that teachers need to be objective in their view of curriculum, realistic even, to ensure that there is a balance between the ‘intentions and realities’ that the curriculum design will get the best outcomes for their students. He draws comparisons the process of curriculum as to a recipe in cookery, the recipe is followed and the result would be a dish. In theory this can be a tried and tested, for example, how to you know if the curriculum design has achieved all the education goals until the there is a evaluation at the end of the course? How many pass grades and how many failures. Like making a cake it doesn’t always rise the way you’d wished it to. Often when baking the ingredients need to be adjusted or the timings. In 2001, DDA (Disability Discrimination Act). was introduced, fortunately this means that teaching must always be inclusive, counting for the needs all of learners The curriculum must encompass best practice principles of equality and diversity in all areas. Equality of opportunity and provision means giving every student the same learning environment, and is an important element of schooling. Equality and diversity means giving students what is necessary to extend them to their full potential. Some may need additional tuition to bring them to the standard of the rest of the group, while others may need additional tuition to take them beyond the group because they are capable of further development and learning. It is imperative to ensure that all students are able to access the curriculum it is important to consider the curriculum content, as well as the teaching and learning practices used within a design. With regards to design of curriculum we have to attain why and what. The educational ideology such as the fundamental values, beliefs and assumptions this is extremely prevalent in the world of care, the format is normally set out by the governing bodies such as the Commission of Social Care Inspection. Normally the needs that the course must met are the needs set out by the governing body to attain the best level of care for Service Users. For the main part with training, cost analysis plays heavy, is the course a requirement under the recommendations that have been implemented by the governing body? Learners in this social care field are normally trying to achieve and meet performance criteria, the learning outcomes are normally behavioural as the learning is skill based. However the curriculum is not considered a complete entity and does not provide every opportunity relevant to qualifying as a health care worker. Ongoing learning will provide opportunities to evidence knowledge, skills, experience, values and ethics. Some of the methods used to deliver the curriculum are essential; others that are not are open to negotiation. A diversity of methods of learning is useful to meet the different learning styles of students. The main objective must be continuity for the learners’ and teachers alike. Coordinated Curriculum is very much relevant in the Social Care Sector. Coordinated curriculum is the method of linking different subjects/contents together. It establishes the links between the subjects for example in Social Care it would link the psychology, sociology, biology and practice together. Coordinated curriculum means that there is a greater emphasis on the total context in which teaching and learning take place. Realistically in Social Sector teachers/trainers will be using both product and process models. The process objective happens when you can’t tell in advance will exactly the student will learn advance, health and social can unmanageable in the fact that you are dealing with human beings (patients/service users) and they don’t always follow the curriculum recipe. Therefore, evaluation will be invaluable in ascertaining if effective learning has taken place. This should help identify any problems within the curriculum design, reflection on the needs of the organisation, the syllabus and learners. Evaluation is should be the process through which teachers judge the quality of their work, their own work and their students. Formative evaluations, which involve a continual stream of reflection and feedback, and allow the educator or student to continually adjust and improve their work while it’s ongoing. Traditionally, teachers have emphasized summative evaluations, where feedback is gathered only after instruction has been completed. Both strategies are necessary to provide for effective curriculum assessment and student education. A teacher’s skill in the classroom assessment is essential to the goal of student success. In evaluating the curriculum can only lead to a teachers continuing professional development in the Life long learning sector. If the evaluation and assessment of curriculum is to be meaningful, teachers must be able to relate their learning to their personal experience and practice. Kolb’s Learning Cycle, outlines the four stages involved in any successful learning experience. Learning is defined as a process in which experience is changed into knowledge. In turn, knowledge creates a foundation and opportunity for learning. In Kolb’s four-staged cycle, the individual reflects on experience and draws on conclusions, which can be used to influence future action. In this way, practice, reflection, theory and action become essential parts of professional development and therefore assist with the future of improving practice in inclusive curriculum design. After reading and studying the different models of curriculum, one can draw comparisons from the Ralph Tyler’s Basic Principles of Curriculum Instruction (1949). As a trainer clear definitive learning objectives are set out by the customer, the learning will hopefully be a useful experience to the candidate and will have a cumulative effect. Tyler’s model applies the importance of evaluating the curriculum and revising any aspects that do not prove to be effective. Thus the importance of continuing professional development, evaluation, assessment and reflection play heavy in the product model of curriculum. The other model used in training would be the process model by Laurence Stenhouse An introduction to Curriculum research and development (1975). Teachers or trainer have to have a high level of professionalism and competence in their specialist subject area. The content is defined in cognitive terms; the process is that the learner needs to go through to learn. As mentioned earlier in the assignment, Stenhouse draws comparison to making a cake and with the social care sector the same methodology can be used. If a candidate/learner has been taught to use a hoist but then drops the patient then this would question the realities and intentions of the curriculum. In conclusion, it is important that the teacher is always involved at all stages of any curriculum development and review. This will ensure that quality assurance happens at all stages of development. The teacher therefore can be positive that all parts of curriculum contains all the relevant information such as the course goal, aims and objectives, rationale, entry requirements, evaluation, assessment etc. Any curricula should ensure that schools/higher education programs must be delivered in the most effective and up to date manner as possible. In reviewing the subject of curriculum it should enable a teacher to reflect on addressing the identified needs of the students within the educational establishments or programmes. Curriculum should also provide a tool for examining the quality and completeness of the curriculum’s components for, example, instructional principles, functional knowledge, self-perceptions, attitudes, skills, and duration. Through constant analysis it will help to determine the degree of fidelity between the curriculum and its application in the classroom; and assess the impact of the curriculum on students’ knowledge, attitudes, and behaviour. As David Ausubel (1969) suggested the learning process should be approached like a mental journey! Geoff Petty quotes ‘We should seek a win-win curriculum that puts the needs of individuals on equal terms with economic and other factors’. The quote really say it all as we are purely developing curriculum with the main objective of imparting knowledge and skills on the learners of the future which will hopefully have a positive effect on the economy in the 21st century.