Middle East Meets West

The Etymology of the Middle East itself finds its roots on Western colonization as American Naval General Alfred Thayer Mahan first coined the Middle East to refer to the areas surrounding the   Persian Gulf in 1902   (Koppes, 1976). Due to the strategic location of the Persian Gulf as the gateway to India, the USA, British and Russian Empires seek the control of it and of its surrounding cities for the purpose of military strength and oil production. Since Germany has ample supply of oil, it is the American and the British colony that came head on to control the Middle East. However such term â€Å"Middle East† expanded in scope especially in the First World War as it does not only pertains to the Persian Gulf but it also includes other Arabic countries or countries that are communists (Laciner, 2006).     For the purpose of this essay we are to define the Middle East as the countries near the Indian and Atlantic Oceans and near the six seas. These now includes the region of India, Syria, Iraq, Palestine, Turkistan, North Africa, Arabia, Caucasus and Indian Peninsula. Since the Middle East is a rich basin of oil, industrialized country has aimed to colonize long before World War 1. The oppression experienced by the Middle Easterners date back to the concept of capitalism. From the 16the century to the present, the Middle East has been subjected to colonization, legal and illegal intervention from Western countries in the guise of peace troops to aide the government in combating terrorists. The first Western Colonizers and oppressors of the Middle East is the Turkish Ottoman Empire which extended through the entire Middle East and some parts of Europe and America. However the Middle East did not fall in the hands of its colonizers without a fight. The Ottoman Empire needed to defeat the powerful government of Egyptian Pasha Mohamed Ali in 1840 to control the Middle East. Due to the advancement in technology and weaponry of the Ottoman Empire, the Middle East gained its power. Nationalism, which became a popular mindset in the Second World War, weakened the hold of the Ottoman Empire to the Middle East therefore giving them freedom. However, due to colonial expansions of America and Europe, these countries organized national liberation movements which are now labeled as terrorists. In 1856 Britain went to war with Iraq since they are placed in strategic location as gateway to India and China.   To date, Iraq is in constant need to be on guard as they hold the world most valuable resource and that oil. It can never be denied that countries need to secure resources for their people to ensure safety in the country, thus, developed countries will forever see the Middle East as a rich resource that awaits their presence. Thus the need for strengthened military force in their country is needed to safe guard their people and their resource. A country such as Iraq may be small in terms of land area as compared to the United States and Europe but it is a rich country due to its immense oil depot. This alone gives them power. However the thing with the countries in the Middle East is that they themselves have their own wars. They exists side by side enjoying little land area and they accommodate wars within their borders. Given that these countries fail to Unite may have revealed their downfall. The middle east in itself is a large area with enormous capacity to supply crude oil to the world thus making their National per capita income bloated. If these countries unite their power will not be limited to their land area alone. They have the potential to be far more powerful than the united sates or other developed countries. They have with them the resource and the man power, the only thing that’s missing is unity. However I do recognize the fact that each country in the Middle East is composed of diverse individuals and ethnic groups that needs to be recognized in their own rights, but it seems that what they fail to accept is the fact that for them to resist Western colonization, oppression and intervention they have to unite and be a country of power far greater than the USA. References Koppes, C.R. (1976). â€Å"Captain Mahan, General Gordon and the origin of the term â€Å"Middle East†Ã¢â‚¬ . Middle East Studies Laciner, D. (2006). Is there a place called ‘Middle East’? Turkish Weekly.   

How To Get Organized Essay

Organization is the key to success in any organization. Individual who are organized in their personal lives are more likely to be organized and efficient in their work place. An organized mind establishes efficiency in all areas of life. They create an organized work environment which leads to overall organizational success. Disorganization is characterized by unnecessary items that need to be grouped together, hidden out of sight, wasted thoughts, energy and time. It starts with an inward motivation to break away from states of confusion and disorder. As the personal assistant in the Elementary School, personal organization is very important in enabling school run its activities without conflict. This research paper aims at seeking ways of addressing the problem of not being organized as highlighted to me by those I constantly interact with. This can be by: avoided too many things in your head, having a work plan of what should be done in a given time, setting priorities right and setting adequate time on each, increasing efficiency in what need to be done through proper planning. The paper aims at identifying ways of improving personal organization skills such as good time management, creating enough space in the work place with the aim of avoiding disorganized and distractive work environment, appreciating the position one is in as a means of creating internal strength to keep on working, setting realistic goals and maintaining to stick to their time guide and at times delegating responsibilities in an attempt to avoid overworking. Its important to note that, failing to plan is in simple terms planning to fail. Self control and a focused mind are important in getting organized thus improving work output in an organization. HOW TO GET ORGANIZED Being organized is the first step towards being efficient and productive in what we do in life. Some of the main obstacles that hold people from getting organized include; Time Management Time managements the key to being organized. It’s important to first admit that I have made mistakes in managing time and work towards improving upon it. The easiest is to have a daily To Do List. The list provides a list of all the tasks to be done within the day such as phone calls to be made, purchases to be made and letters to be drafted, among other numerous activities. The list gives priorities at a glance of all pending jobs and their agency and helps eliminate miscellaneous pieces of paper work with job reminders. A daily planner, mainly a pocket notebook is the most preferred due to its easy portability. The To Do List should be reviewed on a daily basis and all the tasks successively achieved marked out and all items not accomplished for whatever reason transferred to the next day’s list. These items should be prioritized in the next day’s To Do List so as to avoided pushing them further resulting to pile up of unfinished jobs that make people appear disorganized even when they are organized. Dark markers can be used to reinforce major tasks. Several lists should be made for each day, week, month and if possible for a year. Put it back Organizing the work space ensures that all items not in use are thrown away or put it efficiently in storage at a clear and designated place. This helps you in determining the actual amount of space you have within the office, thus eliminating time and money wasted in organizing stuff you do not need. All items frequently used such as envelopes, stamps, stain removers should be easily accessible mainly on the working desk. It is important to set timers for how long an organizing task should take in an attempt to avoid doing a single task for a whole day and help in remaining focused. Once you have placed every thing where it belongs it is very important to develop the habit of placing every thing back to where they belong as soon as you finish working on them. All items with similar usage should be placed in the same place such as keys, phones, all pending jobs and finished jobs so as to eliminate time wastage while searching for items. Similarly combine all similar activities such as make all call at the same time, pay all bills and do all the errands and shopping in one trip. Honesty with Yourself. Incase you feel wasted and not proud of yourself in the position you are in presently, it important to have a realistic look at where you spend your time, way all the pros and cons and see if there is any opportunity to improvement. This gives the opportunity for personal reflection thus encouraging positive energy to take control which will lead to being organized. It’s important to determine what exactly you want to organize, rather than stating that am organized. Draft a list of all things you would like to organize such as schedules over a given period of time and ensure you abide by the list. Delegate responsibilities Delegating responsibilities to other people ensures all or most of the To Do List activities are meet. Doing everything by your self makes it hard to remain organized since you cannot meet all deadlines set out due to emerging pop-ups. Conclusion. Being organized is being in control of all the activities in our lives and the work place. If some aspects of your life are dissatisfying, it is good to get excited since you are aware of what you do not need in life. Create a time frame of when that must be achieved and strictly stick to it. References Bridges, C. Organizational Skills. (2000). [Online]. Available: http://www. at. bridges. com/20010108/skills/main. htm Bordenaro, B. (n. d. ). Being Organized in Not a Trait! [Online]. Available: http://www. ideamarketers. com/library/article. cfm? articleid=7414 Hemphill, B. (2001). Six Ways to Improve Your Office Organization Skills. [Online]. Available: ttp://www. frogpondgroup. com/articles. cfm? articleid=bhemphill04

Imagine you are Arthur miller Essay

This may be because they lack the language to express themselves fully or because they do not want to put their ideas into words. Eddie and Beatrice’s relationship is deteriorating because Eddie is jealous of Rodolfo. Beatrice is aware of a deeper, more disturbing reason for Eddie’s protectiveness for Catherine. It soon becomes clear that she is unhappy about Eddie’s attitude to his niece and she is able to persuade him to allow Catherine to start work when she gets offered one. Beatrice repeats the words â€Å"What do you want from me? † over again. â€Å"When am I going to be a wife again, Eddie? † She wants to know if he still loves her because they haven’t talked or had any physical or sexual relationships which means that part of their relationship with each other has broken down, and despite challenging Eddie over this, Beatrice is unable to make him face why this might be, let alone make him admit his weakness to himself, as a result of this she remains powerless to help him. Beatrice realized she had to tell Eddie that he wants â€Å"somethin’ else, Eddie, and you can never have her! † This key dialogue within the play not only causes Catherine and Eddie’s relationship to deteriorate, but because Eddie will not allow her to try to achieve adult hood; he is possessive and controlling. It is this urge to protect Catherine, to keep her from discovering her independence, that makes him particularly sensitive to the presence of Marco and especially Rodolfo, to whom Catherine becomes attracted. Catherine sometimes sits on the edge of the bath, in her underwear, talking to Eddie while he shaves. This shows how close they once were but also hints at the inappropriate crossing of boundaries, that leads to the eventual break up in their relationship. But, Catherine finding work, her growing attraction towards Rodolfo, which leads to their planned marriage, brings out an increasingly aggressive reaction in Eddie that starts to break the family apart. Eddie is suspicious of Rodolfo’s interest in Catherine, believing that he seeks to marry her in order to gain the American Citizenship. It becomes clear to Catherine that Rodolfo’s intentions towards her are motivated by his love for her. Eddie’s dislike not to be Catherine’s affections, as well as his desire for her, which forces him to talk with Alfieri for advice and which, even after Alfieri has told him to let events follow their natural course. This pushes Eddie to betray Eddie and Rodolfo. At the end, Catherine says â€Å"Rat in the sewer† and is always shouting which shows how much their relationship has disappeared. She becomes more rebellious and independent and Beatrice becomes increasingly frustrated as she realizes how the events will go. Eddie’s aggression towards Rodolfo is shown in the boxing scenes. Eddie’s main problems with Rodolfo are that he cooks; he sings; he’s blonde; he sews; he dances and seems to be extremely feminine overall. To Eddie all the talents that Rodolfo is showing, points to only one thing in his eyes: he’s gay. Most of the time Eddie doesn’t know all the facts and jumps to conclusions, he refuses to see sense â€Å"his eyes were like tunnels†. Eddie cannot be persuaded otherwise, he is self centred and doesn’t care whose feelings he hurts as long as he proves his point. Eddie and Rodolfo are completely different. Physically Eddie has brown hair, quite well built, straightforward and simple where as Rodolfo has blonde hair, lighthearted, good looking and light on his feet; their language, even though English is Rodolfo’s second language, he is able to express himself more passionately and imaginatively then Eddie. Rodolfo and Eddie’s attitudes differ because of the generation gap and Eddie has more experience about things, he’s older and ‘wiser’. Rodolfo asks a lot of questions about things and wants to get a job, buy a motorcycle, and have dreams and fantasies of his future life. Marco and his structure, in comparison to Eddie, is similar in the fact that they both show signs of bulk and muscle and both enjoy to work hard for their family. That is why they got along in the beginning. Their interaction with each other clearly shows that Eddie preferred talking to Marco rather than Rodolfo. At the end of act 1, Marco gives Eddie a physical threat with â€Å"the chair raised like a weapon over Eddie’s head†. Marco shows Eddie ‘how to’ lift the chair and Eddie tries but fails again and again. Marco tried to scare Eddie but he has to get the message first. Marco lifts the chair over his head and gives Eddie a glare of warning and triumph. Eddie’s grin disappears as he finally gets the message. At the end of act 5 shows just how far Eddie was determined to go to try and get his name back from Marco. Eddie gets killed by Marco because he turned both Marco and Rodolfo into the Immigration Bureau. This act of betrayal on members of his own extended family allows the tragedy, which Alfieri foresaw at the beginning and he knew he wouldn’t be able to prevent these things happening. Though despite Alfieri’s best efforts, Marco is set upon getting revenge for his betrayal, while Eddie is determined to maintain his reputation and honour. Eddie felt that the only way he could get his respect from the people back was to try and kill Marco. They finally come face to face in view of the neighbourhood and the unpreventable tragedy happens. Marco was stronger and it was Eddie’s own knife and arrogance that killed him. This scene is where Catherine and Beatrice admit that they really do care for Eddie. Thank you for writing to me Albert, I hope my advice aids your performance in the play. Yours sincerely, Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Shaping the Development of Business in Canada Essay

Shaping the Development of Business in Canada - Essay Example Additionally, Canada enjoys a better market environment that emanates from political stability and pleasant government policies on business. All these factors promote the development of business in Canada. Hence, despite the growing market competition, business in Canada is vibrant and plays a fundamental role in the economy. Foreign investment is also a significant aspect in Canadian business. Many Canadian companies have adopted a corporate strategy to venture international investment with an aim of increasing their competing advantage in the global economy (Foreign Affairs and International Trade Canada 1). Actually, the total value on Canadian foreign investment supersede that of foreign direct investment in Canada since 1997 (Lennox and Bow 150).Foreign investments in Canada promote access to overseas markets, access to more resources, reduce input costs, new technologies, and provide better support to foreign customers (Frigon 1). Indeed, foreign investment in Canada is both di rect and portfolio with both types bringing significant contribution to the Canadian economy. Actually, foreigners who enjoy the annual interest, income, and dividend payments mostly control Canadian economy. This draws the significance of foreign investment in shaping business in Canada. In addition, resultant technological advancements, new management ideas, and implementation of international trade policies will benefit and shape business in Canada. This guarantees higher productivity, increased exports and employment, superior competitiveness, and rampant growth of the Canadian economy. However, these investments are at risk of political instability, expropriation, uncertain regulations, and weak... This essay approves that the government has adopted and negotiated international agreements that govern international trade and foreign investments. For example, the government of Canada adopts a policy of negotiating and adopting the Foreign Investment Promotion and Protection Agreement that governs bilateral trade activities. Actually, Canada its FIPA model in 2003 with an objective of enhancing clarity in the substantive obligations, disciplining and improving efficiency in the dispute settlement procedures and promoting certainty and transparency in its business environment. The participation in foreign investment guarantees access to diverse markets, new technologies, reduction in input costs, and availability of business resources. These factors lead to business profitability and further business development. This report makes a conclusion that there are a number of features that would significantly shape the development of business in Canada such as Canada’s â€Å"storehouse of resources,† foreign investment, government policies, the role of entrepreneurs and family firms, big business, and banking and finance. However, though all these features are relevant and significant in this context, government policies stand out as the most significant feature. Additionally, there are various government policies relating to business regulations, financial support, international agreements, registration, licensing, and legislations that take important roles in shaping development in business. These policies are subject to changes and apply selectively. All government policies aim at developing domestic and international e- commerce in Canada.

Phil Company Limited Essay Example | Topics and Well Written Essays - 1250 words

Phil Company Limited - Essay Example The company belongs to the Electronics and Information technology industry. Currently, the company is owned by Phil Samuel, Dick Harry, and other eight partners. The company uses cutting edge technology in designing and manufacturing electronic products like television sets, microwaves, radios, computer hardware and cell phones. Phil has been in the electronic manufacturing industry for the last four years. Improved market share in both the domestic and international consumer environments is as a result of the company's performance and experience in the manufacturing process. Phil manufactures electronics based on orders placed by retailers in the market. The company’s total employee population stands at 2000, both in the US and Jamaican manufacturing sites. Phil’s Mission Statement Phil’s vision is to become the leading manufacturer and marketer of electronic products both in the US and all over the world. We strive to respond to the market demands and consumers ’ needs by adjusting appropriately to the technological dynamics prevailing in the industry. We are aiming at responding to consumers’ needs by considering the dynamics and fluctuations in the economic sector. The company’s financial objectives are to maximize profits, optimize the net worth, increase share value and plough back the earnings into initiating wealth growth. Phil works towards providing excellent and outstanding services in terms of product and service qualities. The company will stick to the ethical code of conduct at all times and strive to perform their social responsibilities in one heart (Philip & Michael, 2009). Potential International Market Africa is one of the potential foreign markets for the company’s electronic products. In the recent past, African countries have come to embrace information technology products in their markets. International market research statistics shows that Africa is the leading market of electronic products in the world. In addition, the political systems in the continent have improved over the past years. Most nations in Africa have a functioning democratic government. Therefore, this market has a favorable political climate. African countries are highly populated. Therefore, the high population signifies a potentially large market for the company’s products. Moreover, African nations are at the stage of discovering and mining their natural resources like oil and other minerals. This has improved their macro-economic aspects of living standards and employment rates. Therefore, a substantial percentage of the continent’s population has a high purchasing power. These factors make the continent a potential market segment for the company’s products (Philip & Michael, 2009). Marketing Plan Audience The general public and the shareholders are the potential audiences for the company’s marketing plan. Since the company belongs to 10 individuals, it would be approp riate to supplement a marketing plan to  these stakeholders. In addition, government authorities and financial institutions are the other potential audience of the marketing plan. All these three audiences have different needs concerning the contents of the marketing plan. The disparity in their needs is as a result of the different roles played by the three parties during the implementation of the plan. In this case, the ten shareholders need to evaluate the feasibility of the identified segment in terms of profits from the market (Dennis, 2010). In addition, the shareholders want to

To What extent was the Cold War global Essay Example | Topics and Well Written Essays - 2500 words

To What extent was the Cold War global - Essay Example Proxy wars, economic confrontation, spy networks, alliance formation, arms race and technological competition were at their peak during this time. Russia found itself isolated in the world after the revolution of 1917 as most other nations did not concur with the ideological change that had occurred there. The revolutionary leader Vladimir Lenin asserted that Russia was encompassed by a ‘hostile capitalist encirclement’ (Gaddis, 1997). This laid the groundwork for what was to follow, i.e. years of hostility and isolation between differing ideological camps. The arms race that supplemented the cold war resulted in dire consequences for several nations after the dissemination of the USSR. The weapons are still used by terrorist and rebel movements all across the world as both the USA and USSR aim to liquidate their excess artillery in the search of economic returns. Globalization of the War:- The arms race between the Soviet Union and the United States resulted in a stockp ile of nuclear and non nuclear weapons at both ends which cost both parties significant portion of their economy (McNeill and Unger, 2010). Throughout the years of the cold war, both camps continued to pursue alliances with states all across the world. ... Americans and Soviets funded, trained, armed and fought alongside local militaries and forces against others in regional and civil wars that spread across several states including Korea, Vietnam, Afghanistan, Guatemala and Angola. What led to Cold War’s Globalization:- Both camps saw themselves as the embodiments of progress and modernity. The United States had a history of intervention into the affairs of non white people (Westad, 2005). By the eve of World War I, the United States had become a protector and balancer of a capitalist world system, by virtue of its economic might. This meant that it considered intervention its responsibility when it saw the laws of capitalism being ‘violated’. Similarly, the Soviet Union continued to pursue its ideology of expansion of the Russian empire and the modernizing and universalistic claims of Marxism. Soviet leaders sought to spread communism into the third world as a means to successfully confront the United States. (Gud erzo and Bagnato, 2010). Both sides saw themselves as the torchbearers of a global progression and ideological revolution. This is one of the reasons why the intensity of conflict between the two countries was so high (Westad, 2005). Decolonization of the world also provided both sides room for manipulation with newly independent states. These new states saw the cold war as an opportunity to gauge money for their own country to pursue development plans. They also saw economic and ideological models which they could follow (Guderzo and Bagnato, 2010). Both countries tried extensively to align countries towards their respective ideologies however, by remaining non aligned

Please answer each one with a short papragraph Assignment

Please answer each one with a short papragraph - Assignment Example From the Colleen Barrett speech, one learns that as a leader a manager should look after his or her employees. The employees’ needs and problems are also the leader’s concern. A leader should be patient and understanding towards the employees. As a leader, the best way to implement servant leadership is through empathy. The manager should learn to understand what the employee goes through and provide them with support both physically and psychologically. Dr. Clayton Christensen gave three questions, which a student should ask himself or herself while planning to start a career. First, how can a student be sure he or she will be happy with the chosen career? Second, how can one know that his or her relationship with both the spouse and family become an enduring source of joy? Finally, how can a person be sure he or she will stay out of prison? Dr. Clayton Christensen’s personal questions enable one to evaluate him or herself based on career choice, relationships and moral values. Based on careers self evaluation, the advice ensures identification of the best career, which is also satisfactory. His recommendations also assist in analysing and knowing how to deal with human relationships especially between spouses and family. The last advice rules assists in straightening moral values. An individual can implement the following recommendations by choosing a suitable career, maintaining proper relationships and having agreeable va lues. Microsoft excel is one of the many Microsoft packages that assist in data input and presentation. As a beginner, the video tutorials assist in learning more about the program. The tutorial trains users on how the format works and how to enter data into the spreadsheet. Secondly, the tutorial informs the user on how to easily add more rows and columns to a table without worrying about updating formula references and filter settings.

Gifts for Her in the Local Target shop Essay Example | Topics and Well Written Essays - 750 words

Gifts for Her in the Local Target shop - Essay Example Customers of the shop have an opportunity to choose any gift from the wide range of presented goods. They are arranged at shelves by category so if customer knows category he or she needs, he or she may select more gifts from this category. Also there is a website www.target.com where customer can find suitable for him or her gift in electronic catalogue. There is a Gift Finder tool at the website that helps customer to find appropriate gift by price or by category. It is possible to get to know if any definite gift available in specific local Target store. There is a Wal-Mart supermarket not far away the local Target shop where a lot of gifts is sold. Also there are a lot of small souvenir shops in this quarter and in neighbor quarter where customer also can buy gifts. The supermarket is direct competitor of the local Target shop, while small souvenir shops are indirect competitors. However, a distinguishing feature of the local Target shop is special section of gifts especially for girls and women. Wal-Mart does not have specific section of Gifts for Her, it has only Gifts and Flowers section. So Target's competitive advantage is that customer will be sure that gift he or she select is suitable for girl or women. The target audience is habitants, tourists and personnel of numerous offices from this quarter, and from neighbor quarters. Also staff and students from the university are customers of the Target shop. Target market segments Target market of the local Target shop is people from 16 to 80. The research had shown that 60% of the customers are people mostly from 16 to 35, while 25% of the customers are people mostly from 36 to 50 and 15% of the customers are people mostly from 51 to 80. Students, post-graduates, tourists and staff of nearby offices are included in the first category of the customers. Customers of the second category are tutors, habitants of the quarter, tourists and personnel of nearby companies. Pensioners and tourists are mostly included in the third category. All these customers are people, who have female friends or relatives. The first category of the customers (students, post-graduates and staff of nearby offices) are most likely to buy strong gifts from Fashion+Beauty category. Tourists and businessmen prefer gifts from Electronics category. There are also returning customers who buy gifts from Hobbies category; they are mostly pensioners and staff of the university. Advertisement Currently the local Target shop is advertising in order to reach customers or to be seen by customers through: Mass media: advertisement on the local radio station Display: location, building, signing, window/counter/shelf display, environment, decoration, printed materials One-on-one: in person, by letter, and telephone

London Zoo Case Study Example | Topics and Well Written Essays - 3500 words

London Zoo - Case Study Example However, to run a zoo is a very detailed and complicated business. There are directors, curator, zookeepers, veterinarians, landscapers and maintenance workers. This is only a few of the zoos employees because there are promotions, accountants, front desk, special services and a department to handle the volunteers. A zoo is a business like any other profit or non-profit organization and there are many details that must be considered when investigating the operations of a zoo. In fact, due to the nature of the wildlife kept in a zoo it entails many business and health regulations that many business never encounter. The following will include a Management Report of the London Zoo that will provide a comprehensive focus, for management, staff and customers of the zoo. It will focus on the needs of the customers that will give staff and management a perspective on the priorities of the customers needs and wants. In addition, it will enable them to develop and deliver a service operation to match the customer needs and priorities. It will offer suggestions and recommendations on how management and staff can reach this goal. The next portion of the report will examine the existing service concept of the London Zoo and make suggestions for improvement. It is important to understand what a service concept is and in order to do this one must think in terms of customer service. It is a concept usually set forth in a mission statement that improves the service and quality of the service in an organization. The goal of a service objective is to improve the existing customer service and efficiency of the service provided by an organization. In addition, the service concept continually is evaluated and any improvements that are necessary are made. According to Behn, a service concept is one of the most important decisions that management can make regarding the operation of their business. (2001) A service concept model can be derived just from London Zoo's mission statement. Their mission statement reads, "To achieve and promote the worldwide conservation of animals and their habitats" (London Zoo) Their statement seems to say so little but actually it says a lot. To promote the wildlife is actually a much larger endeavor than it sounds and to promote the habitats of these animals is also a paramount undertaking. Nonetheless, the mission statement does require some elaboration. The promotion will be included in the service concept model. As well the habitat of the animals must be included in the concept. If the promotion includes advertising animals in their habitats the Zoo is then responsible for replicating these habitats and that is not as easy as it sounds. It requires construction as well as the study of the environment that the animal's habitat is in and most significant, it requires resources. MISSION STATEMENT/SERVICE CONCEPT: The London Zoo does explain how they will pursue the goal. "The London Zoo pursues this mission by:keeping and presenting animals at London Zoo and in accordance with best practice;giving priority to species that are threatened in the wild;increasing public understanding of animals and their welfare and of the issues involved in their conservation;maintaining an outstanding education and information programme, particularly for schoolchildren and families;developing its role as a leading centre for research and conservation biology and animal

Wheel of Fortune and Invocation by Flack Essay Example | Topics and Well Written Essays - 1000 words

Wheel of Fortune and Invocation by Flack - Essay Example The essay "Wheel of Fortune and Invocation by Flack" analyzes the Flack's paintings, heel of Fortune and Invocation. Both pieces feature an unrealistic collage of still life items, including a realistic human skull. The items included in these still lifes are not unrealistic in their depiction, but rather in their placement. Wheel of Fortune, for instance, makes any underlying structure impossible to discern while Invocation presents an abstract, dimensionless background. The illusionistic depiction of items such as the human skull, hourglass and nearly burned down candle classify Wheel of Fortune as a vanitas painting while similar images, minus the hourglass, are used in Invocation. Flack employs a full range of hues to produce a trompe l’oeil effect in many of these images. The paintings do differ in the way in which they are compositionally composed. Both use the human skull as focal point. In Invocation, the skull is placed in the geographical center of the painting with all other objects arranged around it. It is given a trompe l’oeil frame over which a paint tube, sitting next to the neck of the skull, drips a steady stream of red paint, and a candle, lit near the left edge of the image, burns. The composition is asymmetric with balance achieved by inversing round forms such as the base of the candle holder and the blooms of the bouquet. Wheel of Fortune, while also asymmetric, achieves its balance through the duplication of the skull. The original skull is placed off to the right side.

My best vacation to six flags Essay Example | Topics and Well Written Essays - 750 words

My best vacation to six flags - Essay Example The number of people who attend six flags is sometimes overwhelming to the corporation because of the inflow of visitors to the amusement park. Casing point can be the 23.9 million visitors in 2009 who visited six flags from throughout the world. Six flags corporation has its branches throughout the states, and offers heart rendering services to its customers. The purpose of this essay is to discuss my best vacation to six flags and the things I saw and did (Newswire 11-15). My best vacation ever was to the Six Flags Great America as they own a property in the state. Six Flags Great America is the amusement park that I vacationed with my family, and to be sincere, I had the time of my life. Six flags America is a theme park in that is built on a 400-acre land and feature one of the largest collections of roller coaster that is in existence along the east coast. The amusement park was filled to capacity when I visited because most of the families prefer visiting the park during their vacation, and having fun due to the numerous services offered by the park. The history of the theme park is quite interesting as it offers a coaster that is air launched, and the interesting part is that it is the first of its kind in the world. The amusement park is spacious and has the capability of hosting around two million visitors from all over the world. The endless games that are present in the amusement park can cause a vast confusion because one wants to try out everything. One of the the most captivating game that I encountered was known as the Apocalypse (Newswire 11-15). The game was outstanding as it captured my imagination in every way possible and gave me a chance to interact with other people from all over the world. It was a dream come true for my parents to bring me to this awesome park that everyone talked about, and to get the chance of having firsthand experience in six flags America. The spectacular thing about six flags America is the fact that it has rides t hat are suitable for everyone. The rides had an adverse effect on the adrenaline rush and it was fun getting the chance to try out the family ride, roller-coaster, thrill rides and the hurricane harbor rides. All these were at an affordable price that were pocket friendly and captured the attention of most of the people (Newswire 11-15). The captivating part was the fact that the Hurricane Harbor provided wet rides which were unique and thrilling to everyone that was present in the amusement park. Everyone wanted a chance to try out the varieties of rides that were present, and sample out the many games that were offered by Six Flags Great America. My family and I attended the entertainment section where there was the existence of magicians, acrobats, animation and theatrics. It was a spectacular scene because some of the most famous entertainers were present in the amusement park. I can vividly remember a stand that had many different samples of food that were from all over the wor ld. The food section offered many exotic foods from different communities all over the world at an affordable price. To be sincere, I have never had a scrumptious meal like the one I had in the park and the services were magnificent. There were many choices of foods to choose from and had a taste of many cuisines. Six Flags Great America is an exceptional place to take the staff of a company, hold educational trips, youth groups, and reunions and take religious organizations. It is

The United States Educational System-Based on Age Essay Example for Free

The United States Educational System-Based on Age Essay The United States educational system based on age is adapted to United Nations Educational, Scientific, and Cultural Organization’s (UNESCO) International Standard Classification of Education (ISCED) levels. In order to define the levels of education uniformly across all countries, this publication used terms to compile worldwide comparable statistics on education. The organization differentiated seven levels of education ranging from preprimary to tertiary. International descriptions of preprimary, primary, and tertiary education are parallel to the classification used in the United States. On the other hand, lower and upper secondary education has slightly dissimilar meanings. Level zero is called as preprimary education or commonly known as early childhood education. â€Å"It usually included education for children aged 3-5, although in some countries, it starts as early as age 2 and in other continues through age 6. In the United States, preprimary education includes kindergarten (Matheson, Salganik, Phelps Perie, 19). † Primary education (level 1) runs from about ages 6-11, or about first through sixth grades in the United States. Specialization rarely occurs in any countries before secondary education. Secondary education covers ages 11 or 12 through 18 or 19 and is divided into two levels: lower and upper secondary (levels 2 and 3). For purposes of statistical comparability, the United States has defined lower secondary education as grades 7 through 9 and upper secondary as grades 10 through 12. â€Å"In the United States, lower secondary education ends with an examination and constitutes the completion of compulsory education (Matheson, Salganik, Phelps Perie, 19). † Upper secondary education immediately follows lower secondary education and includes general or academic, technical, and vocational education, or any combination thereof, depending on the country. An upper secondary attainment level is roughly equivalent to a U. S. high school diploma. The United States Educational System-Based on Age Page 2 Higher education, also referred to as tertiary education, includes three ISCED levels and is equivalent of postsecondary education in the United States. â€Å"Non-university higher education includes education beyond the secondary school level involving programs that terminate in less than a 4-year degree (Matheson, Salganik, Phelps Perie, 19). † This type of education is at ISCED level 5. ISCED level 6 comprises education programs that lead to a 4-year undergraduate degree. These programs are typically located in universities and other 4-year institutions. The highest level, ISCED level 7, includes graduate and professional degree programs. Compulsory education ends at different ages across other countries. In the United States, Canada, France, Germany, and the United Kingdom, mandatory schooling ends at age 16, the end point is age 14 in Italy and 15 in Japan. In Germany, full-time compulsory education ends at age 16, although students are required to be enrolled at least part-time through age 18 (Matheson, Salganik, Phelps Perie, 14). After compulsory education, enrollment rates drop off. In the United States, enrollment in secondary education dropped from 72 percent for 17-year-olds to 21 percent for 18-year-olds. In the United States, the first opportunity for students to receive secondary certification is upon completing high school, usually at age 17 or 18. In United Kingdom, students take the examination for the general certificate of secondary education when they are 16. Youth who do not continue to upper secondary schooling and are unemployed are eligible for training programs supported by the government but outside the education system. In Germany, the majority of secondary school students who continue after age 16 and are not preparing for university education participate in vocational training at the upper secondary level, including the countrys dual system of pert-time schooling and part-time apprenticeship. The United States Educational System-Based on Age Page 3 Participation in higher education in the United States and Canada was among the highest in the world in 1992. However, this doest not mean that young adults the age of U. S. college students are more likely to be enrolled in education programs in the United States than in other countries (Matheson, Salganik, Phelps Perie, 15). The disadvantage of ISCED levels are planned mainly for (educational) statistical reasons and for validating quantitative productivity. â€Å"ISCED would have restricted use for the purpose of comparability, recognition, mobility and European cooperation in VET. No sector specific and job specific definitions or typology of skills are available (Hoffmeyer-Zlotnik, 223-240). † ISCED 1997 is in most contemporary and western countries a useful system to categorize school leaving certificates. In countries with complicated educational systems, like Germany, the ISCED 1997 categories cover hardly the community situation. â€Å"Another disadvantage of ISCED 1997 is the risk misclassification, how national diplomas are sorted into the ISCED 1997 codes. Asking the respondent about the ISCED codes increases the interview burden for the respondent (OECD). † Education is associated to numerous aspects of social disadvantage all through an individual’s life span. â€Å"This includes their time in pre-primary education, in the compulsory schooling system during their childhood years, as young adults in post-compulsory education and during the years of adulthood (Machin, 10). † Social disadvantage also matters for the phase of post-compulsory education, where it is evident that educational inequalities linked to family background tend to persist and become larger (Feinstein, 213-229). The possibility of staying on after the compulsory school-leaving age is connected to family setting and social drawback in many countries. Since involvement in higher education improves life likelihood and triumph as an adult, this The United States Educational System-Based on Age Page 4 compounds the previously wide disparity linked to social disadvantage that arise in the childhood years (Machin, 11). Reference: †¢ Feinstein, Lee. â€Å"Mobility in Pupils: Cognitive Attainment during School Life. † Oxford Review of Economic Policy 20 (2004): 213-229. †¢ Hoffmeyer-Zlotnik, Jurgen. How to Measure Education in Cross-National Comparison: Hoffmeyer-Zlotnik/Warner-Matrix of Education as a New Instrument. Mannheim: ZUMA 11 (2005): 223-240. †¢ Machin, Stephen. Social disadvantage and education experiences OECD, Paris, OECD social, employment and migration working papers, Paris: OECD Publications, 2006. †¢ Matheson, Nancy, Salganik, Laura, Phelps, Richard, Perie, Marriane. Education Indicators: An International Perspective, Pennsylvania: DIANE Publishing, 1997. †¢ OECD. Education at a Glance, OECD Indicators 2004, Paris: OECD Publications, 2004.

Effect of Binocular Cues Removal on Skill Abilities

Effect of Binocular Cues Removal on Skill Abilities How the removal of binocular cues affects males and females skill ability performance Abstract: To test whether skill ability was impaired when binocular cues were removed, participants completed a buzz-wire task under three different conditions. Participants completed this task using binocular vision or with vision in their dominant or non-dominant eye only. As well as this, to test the hunter-gatherer hypothesis that females will perform better than males at a the task as it used near-sight vision the sample was divided into males and females. The results found that participants performance was consistently enhanced when they completed the task using binocular vision rather than monocular vision, however there was no significant difference found in performance between genders. The results from this experiment suggest that binocular cues do have an importance in performing skill ability tasks but this performance does not differ between genders. Introduction: Numerous research into vision has shown that individuals have binocular cues which allow them to perceive three-dimensional images and judge the distance of objects. Due to the eyes different position on the head each eye perceives an image slightly different in terms of its location, this is known as binocular disparity. Therefore when viewing an object the brain combines information it receives from both eyes, it is this disparity which when converged together allows an individual to recognise depth. Studies such as Loftus, Servos, Goodale, Mendarozqueta Mon-Williams (2004) investigated the difference between binocular and monocular vision in various tasks that involved prehension. Their results found that binocular information provides an important role in the position of the hand relative to target, this suggests that binocular vision provides information which helps individuals judge distance. Research has also found that participants are better at skills that involve movements of the body when they have binocular vision rather than monocular vision. Oliver, Weeks, Lyons, Ricker Elliott (1998) studied participants ability to catch a ball when using binocular and monocular vision. As expected, participants consistently performed better when they had binocular vision, supporting the theory that binocular vision provides an individual with additional information about distance and depth of objects. Research has found an advantage in binocular vision in prehension and movement tasks, however the aim of this study is to look at the difference between binocular and monocular vision when participants have to perform a task that involves them using a tool. A study conducted by Read, Begum, McDonald Trowbridge (2013) aimed to look at participants performance on task which involves them using tools. Participants completed a standard Morrisby Fine Dexterity Test, a modified Morrisby Test and a buzz wire task, they completed the task with binocular vision or vision in their left or right eye only. Results found that participants performance was enhanced when they used both of their eyes to complete the task, furthermore, the binocular advantage was greater in tasks that required them to use a tool. It can be argued that research in to the advantage of binocular vision ignores the differences across genders. Abramov, Gordon, Feldman Chavarga (2012), found that previous research repeatedly neglects the idea that there may be gender differences in vision. Out of approximately four-hundred studies they found that only a small percentage of studies (23.4%) took in to consideration gender differences within their samples. Many other sensory modalities, such as audition, has found sex differences, suggesting that it is likely that there will also be a difference in vision. Abramov et al (2012) conducted research that found sex differences in vision; the hunter-gatherer- hypothesis can be used to explain this difference. The hypothesis suggests that due to the different roles males and females had in early hunter-gatherers , males have adapted to be better at far-sight vision whereas females adapted to be better at near-sight vision. This is because in the past males were seen to be the more powerful gender so would take on the role of hunting possible prey, while females gathered food from nearby. It could be argued that this difference in early-hunter gathers resulted in a gender difference in terms of vision. This study will replicate the buzz wire task used in Read et al (2013) study in order to investigate whether participants ability to use tools is impaired when binocular depth cues are removed, as well as looking at gender difference within performance. This will provide advancements on Read et al (2013) and provide further research on the binocular advantage which occurs on tasks that require an individual to use tools. The study expects that overall, participants performance will be enhanced when they have binocular vision rather that monocular vision, moreover, there will be an expectancy for females to perform better than males throughout all tasks. Method: Participants: Forty-one males and forty-three females students were recruited to take part in the experiment. Half of the students took part as a compulsory part of their second year of Psychology, the remaining half were recruited by opportunity sampling. Apparatus: A buzz wire task , based on a childrens toy, was used to complete the experiment. This involved a wire (74cm) which travelled across a base (35cm). In order to make the test more challenging the wire was curved and adjusted to construct a three dimensional shape. Participants were provide with glasses which had one side blacked out with tape, the glasses were reversible so the same frame could be used for each condition. The time it took for participants to complete the task was timed manually using a stopwatch. Design: This experiment used a within-subjects design which consisted of three levels. There were two dependent variables within this study, how long it takes participants to complete the tasks and the amount of times they came into contact with the wire. The independent variables was whether participants completed the task using binocular vision or with vision in either their dominant or non-dominant eye. The experiment was counterbalanced to avoid extraneous variables, participants were randomly allocated to one out of a possible six orders in which they completed the task. Procedure: Participants first had to identify their dominant eye before completing the experiment. To do this the participants had to hold their thumb at arms lengths and align it against a vertical line. They were then told to shut each eye one at a time, the eye which the thumb appeared most aligned with was classed as their dominant eye. After identifying the dominant eye the participants were then told which order they had to complete the experiment. Participants then completed the experiment three times, either without the glasses (binocular vision), or wearing the glasses so that their dominant or non-dominant eye was covered (monocular vision). The experiment involved participants guiding the wire loop around the complex track trying to be efficient but accurate. Each time the participant came into contact with the track a buzzing sound occurred, indicating that the participant had made one error. Results: Each participant produced a total of six scores, three scores represent how long it took the participant to complete the task (time score) and a score of how many times they came into contact with the wire (buzz score) for each of the three levels. All participants scores where then combined together to produce an average time and buzz score for each of the three levels. These averages are represented in figure 1 and figure 2. Figure 1: Participants mean and (standard deviation) of how long to complete the buzz wire task in seconds Figure 2: Participant mean (standard deviation) for the amount of times participant came into contact with wire A paired samples t-test was conducted to test whether there was a difference between participants performance when using their dominant and non-dominant eye in how long it took them to complete the task. The t-test found no significant difference in how long it took participants to complete the experiment, t (83) = 1.010, p = .316, suggesting that no matter which eye they used it had no effect on how long it took them to complete the task. As there was no difference found, participants times score on the dominant eye and non-dominant eye condition were combined together to produce an overall monocular time score. This times score had a mean (standard deviation) of 40.33 (19.35). However, a paired samples t-test did find a significant difference between the amount of times participants came into contact with the wire when using their dominant and non-dominant eye, t (83) = 2.313, p = .023., this suggest that participants came into contact with the wire significantly more when using their non-dominant eye rather than their dominant eye. To test whether participants performance was impaired when binocular depth cues were removed a t-test was conducted between participants buzz score in the binocular condition and their buzz score when using their dominant eye t (83) = 11.580, p t (83), 13.183, p A significant difference was also found when comparing participants time score in the monocular and binocular condition, t (83) = 7.069, p In order to see how much improvement participants made when using binocular vision rather than monocular vision a ratio was calculated. To do this each condition was divided by one another. The ratios found that in the binocular task participants on average were 1.4 times more quicker at completing the task in the monocular condition. They also made 2.6 times more errors when using their dominant eye rather than both eyes and made 2.9 times more errors when using their non-dominant eye rather than both eyes. The data file was then divided into males and females in order to test for any gender differences in their performance throughout the study, the means and standard deviation are shown in table 1 and table 2. To test for any significant difference numerous independent t-test were performed. No significant difference was found when comparing males and females time score when they completed the task using only monocular vision, t (82) = .419, p = .676. Similarly, no significant difference was found between genders time score in the binocular condition t (82) = 1.744, p = .085. Suggesting it took males and females the same amount of time to complete the task. Moreover, there was no gender difference found when comparing participants buzz scores in the binocular condition, t (82) = .961, p = .340, the dominant eye condition t (82) = .280, p = .780 or the non- dominant eye condition t (82) = 1.047, p = .298. From this we can assume that there was no gender difference in performance throughout the entire experiment. Table 1: Mean and standard deviation on how long it took males and females complete the experiment in seconds with monocular and binocular vision. Table 2: Mean and standard deviation of how many times male and female participants came in to contact with the wire in each of the conditions. Discussion: As results found that performance was consistently enhanced when using binocular vision rather than monocular vision, it supports the hypothesis that an individual skill ability is impaired when depth cues are removed. This is consistent with Read et al (2013) who also found a greater advantage when using binocular vision in terms of the the number of errors made and the time taken to complete the experiment. Similarly, this experiment found that participants took the same amount of time in completing the experiment, irrespective to whether they used their dominant or non-dominant eye to complete the experiment. However, unlike the results of Read et al (2013) this experiment found a significant difference between participants performance in the non-dominant eye and dominant eye conditions in the amount of times they came into contact with the wire. This difference found between these experiments could be due to the different methodological measures that were use. Read et al (2013), timed how long the participants wire hoop came into contact with the wire whereas in this experiment the amount of times the participant made the game buzz was recorded. Measuring the amount of times the participant made the game buzz can be criticised for being subjective. This is because what is classified as one buzz can differ between experimenters or across participants. To minimize the subjectivity of this experiment if it was to be replicated it could adopt methods used in the Read et al (2013) study by timing how long the participant stayed in contact with the wire. Furthermore, where this experiment found that participants were 1.4 times quicker at completing the task when using both eyes rather than one eye, Read et al (2013) found that participants were only 0.3 times faster in their experiment. This suggests that their experiment found a smaller binocular advantage. This difference may be due to the different participants used in these experiments. Read et al (2013) used participants from a large range of ages (seven to eighty-two), whereas this study consisted mainly of young adults. Previous research has found that there may be a difference in brain activity when being shown visual information, Sutija et al (1990), suggesting that there may be a difference in the visual process individuals go through at different ages. If this study was to be replicated on participants from a variety of age groups, it would allow comparison to be made directly between specific ages, providing a more representative sample. The hunter-gatherer hypothesis proposes that female participants would perform better than male participants in this task as females are arguably better at near-sighted vision. However, results found no significant difference between genders throughout the entire experiment, this is unsupportive on the proposed hypothesis. To test this hypothesis further, an experiment could be conducted which measures males and females performance in tasks which involves recognising a moving object. It would be expected that males would perform better on tasks that involves identifying a moving object. Furthermore, to test the hypothesis, participants performance on a task that involves using far-vision could be tested, again we would expect males to perform better on this task. It could be argued that no gender difference may have been found within this experiment as a results of males and females adapting to modernised society. Males and females now have similar roles within society and so previous hunter-gatherer roles such as hunting for prey are no longer needed. Furthermore, it can be argued that the sample used in this study (students), would be very familiar with the buzz wire game regardless of their gender. Previous exposure to playing this game may have influenced their performance and minimised the gender difference that may have occurred. This study has provided further evidence and supported previous studies in the idea that binocular vision has an advantage over monocular vision. Furthering the understanding in the way in which vision works helps develop further treatment to those who suffer from visual impairments and allows psychologist to develop measures suitable for testing individuals visual capabilities. Learning the importance of binocular cues not only explain vision but provides further information on the link between what we see and a process of the human brain. Reference: Abramov, I. G. (2012). Sex and vision 1: spatiotemporal resolution. Biology of Sex Differences, 3,1-14. Loftus, A. S.-W. (2004). When two eyes are better than one in prehension: monocular viewing and end-point variance. Experimental Brain Research,3,317-327. Olivier I, W. D. (1998). Monocular and binocular vision in one-hand ball catching: interocular integration. Journal of Motor Behavior , 10, 343-351. Read, J. B. (2013). The binocular advantage in visuomoter tasks involving tools. iPerception,4, 101-110. Sutija V.G, F. A. (1990). Age and binocular advantage: A VEP assessment. Optometry and vision science: official publication of the American Academy of Optometry, 2, 111.

Benefits of the Holistic Approach to Care

Benefits of the Holistic Approach to Care Zekiye Hamit M1: Review the benefits to the individuals and professional staff of taking a holistic approach to planning support. D1: Analyse reasons for working with professionals from more than one agency when planning support for individuals Introduction In this assignment, I will interview a health and social care professional practitioner to review the benefits to service users and practitioners of taking a holistic approach to planning support. I will create ten questions to ask the professional practitioner and evaluate her answers by providing the strengths and weaknesses of their responses. In addition, in this assignment, I will examine in depth the reasons for working in a multi-disciplinary team when planning support for service users. I interviewed 42 year old Lisa who is a manager at star primary school. Interview Questions: What types of service do you offer to service users? As an early years practitioner I work with children from the ages of three to five. I plan, prepare and carry out activities that meet the requirements of the early years foundation stage (EYFS). Essentially this consists of developing work schemes and lesson plans to encourage and inspire young children, while using resources and techniques to aid a stimulating environment. I help to enhance young children’s physical, intellectual, emotional and social development according to age appropriate milestones, while also providing a secure environment for young children to learn and develop. I build and maintain relationships with children and their families as well as working an in multi-disciplinary team to ensure the needs of each individual’s child are met. Lastly, I record independent observations of each child’s progress and reaching of particular millstones, in which enables me to communicate this with families of their child’s progress. How long have you been a health and social care practitioner? I have an early year’s practitioner for the past 11 years and have been promoted to the manager’s role for the past 6 years. What responsibilities do you have? As an early years practitioner my day to day responsibilities entail; inspiring and stimulating childrens learning skills providing pastoral care and support to young children and providing them with a safe environment to learn and develop developing and producing visual aids and teaching resources organising learning materials and resources and making imaginative use of resources supporting with the development of childrens personal/social and language abilities encouraging childrens skills and intellectual development through stories, songs, games, drawing, imaginative play etc developing childrens curiosity and knowledge working with others practitioners to plan and coordinate work both indoors and outdoors sharing knowledge with other professionals and children’s families observing, assessing and recording each childs progress attending in-service training making sure the health and safety of children and staff is maintained throughout activities, both inside and outside the setting through risk assessments keeping up to date with any changes in the curriculum and developments in early years practices How do you define holistic care? Essentially the holistic concept considers the whole person rather than just aspects for example, physical development. The different aspects that need to be considered include; physical, intellectual, emotional, social, cultural and spiritual. Do you use the holistic approach? As a manager I must ensure that I reinforce to the staff within the setting, the importance of providing holistic care to meet individual children’s needs. As regular staff meetings take place, we discuss a child’s case and ensure that we consider all aspects that can affect a child. These elements are; physical, intellectual, emotional, social, cultural and spiritual. Using the holistic approach to meet children’s individual needs enables service users to feel positive about the services offered and enables practitioners to fulfil their job role effectively. How do you apply this approach to your services? The planning of daily schedules is differentiated to meet the needs of all children. Early years care workers are highly likely to operate a key worker system in which each member of staff being responsible for a certain number of children or individual. These duties include taking notes specifically about the child/children and communicate these parents/family members and to add to the records. In addition, early year’s staff may use a wide range of activities to encourage learning and development. These activities are based on the government requirements which meet the Early Years Foundation Stage (EYFS) of the National Curriculum, they include different themes to develop all stages of development which are physical, intellectual, emotional and social and link these to expected age milestones. Creative activities/themes encourage acquisition of knowledge and skills of children. What are the benefits of using the holistic approach? When professional staffs apply the holistic approach to their daily practice, there are a number of benefits. The holistic approach enables practitioners to understand and meet the requirements of service users, as they consider all elements of one’s health (physical, intellectual, emotional, social, cultural and spiritual). As a result, they will analyse care plans more efficiently. Practitioners will ask service users to develop their concerns, to enhance their understanding and meet their needs holistically as well as have a relationship based on trust. By practitioners having an understanding and having recognition of the holistic approach enables practitioners to put into practice and meet service user’s needs holistically. As a consequence, this promotes holistic care, reinforces that individuals differentiate from one another, reinforces and promotes laws, policies and codes of practice, enables staff to apply the care value base and provide effective outcomes wi thin their practice. Moreover, practitioners fulfil their job role by, meeting the requirements of the curriculum, laws, polices and codes of practice, developing their personal knowledge and skills (effective communication and team work skills), have a positive influence on service users growth and development. Having years of experience enables practitioners to feel more confident and comfortable when delivering services and helps them to develop and maintain good relationships with service user’s based on trust. When professional staffs apply the holistic approach to their daily practice, there are many benefits to the service users. By professional practitioners applying the holistic approach to their interaction with service users, an outcome service user’s feel empowered to make decisions as they feel they are being listened to. Therefore, close relationships based on trust and a general interest is developed between practitioners and service users, in which service users feel less vulnerable. Service users receive individualised care, have their needs met holistically, children will develop speech, language as well as the main developmental areas (physical, intellectual, emotional and social milestones). Furthermore, service users are more likely to have a positive experience when accessing the service provided, if a positive relationships is developed with the staff service users will feel more comfortable as they are in ‘experienced hands’. Also, service users feel more confident about asking for support if they feel that they will receive support in a non-judgmental and productive way. When service users receive holistic care, they have access to many opportunities and recourses available, which all contribute to developing their identity and individuality and results in a faster recovery as their individual needs are met holistically. How do you define a multi-disciplinary team? Multi-disciplinary teams refer to a number of professional practitioners from different agencies combining their skills and expertise to meet the needs of a service user. For example, early years practitioners may work with a speech therapist who treats speech defects and disorders, if I child is experiencing these symptoms within the nursery setting. How does working in a multidisciplinary team benefit service users? Professional practitioners combine their skills and expertise to meet the needs of service users, when service users require special needs or is experiencing difficulties, they will need to work with external agencies. For example, early years practitioners may work with a speech therapist who treats speech defects and disorders, if I child is experiencing these symptoms within the early years setting. What are the benefits for professional staff of using different professionals when providing holistic care to service users? There are a number of reasons for working with other professionals from more than one agency when planning support for service users. Essentially, the implementation of legislations and policies have increased and promoted multi-disciplinary teams within health and social care organisations. The aim of these laws and policies were to break down barriers faced within working practices. Statistics suggest that working in teams have decreased the overall stress than individuals working alone. Also, health and social care practitioners are less likely to leave their job, as they are supported by other professional staff within their team and essentially motivate them. Working in teams prevents duplication of roles and conflict of duties, as team work allows and promotes effective communication and in conciliation of effective job roles. Multi-disciplinary teams provide effective social support for all professional staff within the team, as they have the ability to support each other prac tically and emotionally during stressful and complex periods. Furthermore, multi-disciplinary teams enhance co-operation within the health and social care practices. As a result this promotes positive attitudes and co-operation when interacting with other staff and service users. Teams can safeguard professionals from negative effects that may occur in their working practice. When multi-disciplinary teams consist of diverse professional practitioners, this enhances the different views from each team member, that are required to be discussed and results in effective decisions to be taken to support service users needs at a higher quality. Multi-disciplinary teams that have clear aims, objectives, high levels of involvement, stresses on quality and support for alteration, give high quality patient care. Essentially, teams establish innovations when providing patient care. The feature of meetings, communication and combination processes within health care teams, adds to the beginning o f new and enhanced methods of providing patient care. Clear leadership i.e. managers role within teams add to effective team processes, to effective quality patient care, and to innovation. Conclusion Within health and social care there are a number of advantages and disadvantages to both professional practitioners and service users when taking a holistic approach to planning support. It is vital that health and social care practitioners are aware of the disadvantages and try their best to reduce these. This will ensure that both the practitioners feel positive about the service they offer and the service users feel positive about the service they have accessed. Furthermore, the reasons that I have analysed within this assignment therefore recognise and promote the benefits of working with a number of professionals from different agencies to support service users. Health and social care practices consist of health care teams to ensure the contribution to effectiveness and innovation and their daily practice delivery and add to the each members of the team’s well-being in a positive way. Bibliography Health and Social Care Book 1 BTEC National LEVEL 3 Series Editors: Beryl Stretch and Mary Whitehouse (Published 2010) Unit 9 Values and Planning in Social Care (pages 1-11) PDF Team working and effectiveness in Health Care [Online] http://homepages.inf.ed.ac.uk/jeanc/DOH-glossy-brochure.pdf [Accessed: 1st December 2014] CommunityCare Inspiring excellence in social care (2008) Multidisciplinary teams [Online] http://www.communitycare.co.uk/2008/06/19/multidisciplinary-teams/ [Accessed: 1st December 2014] Page | 1 Christ The King Sixth Form College

Operant Conditioning in Psychology Essays -- science

Operant Conditioning in Psychology An Example of Operant Conditioning As a student at USC, one can assume that I’ve always taken schoolwork seriously and may even infer that I partake a considerable degree of enjoyment from it, which is by all means an accurate assumption. However, in my early childhood I was often characterized as unruly, uncooperative and impulsive in nature. At that age I had been more interested in social endeavors more so than anything relating to studying or doing schoolwork. It was always a negative issue when I brought it up in a conversation, and that assumption was reinforced through subsequent agreement amongst my peers. Coupled with negative criticism from my teachers of the purported â€Å"attitude† I had in regards to school and my elders, the environment in which I was situated made me all the more indifferent towards academics in general. Instead of studying after school, I would spend most of my time watching TV at home or playing with friends before walking home. At that point in my life my father and mo ther had been pursuing their careers in bio-medical engineering and audiology respectively, so I did not receive as much encouragement or parental monitoring as many of my friends did: In fact my dad would often leave home for weeks at a time to make presentations in other countries about the advancements in biomedical engineering concerning his specialized field and my mom would come back from work in the early evening. The only immediate source of encouragement came from my grandparents who were living with us at the time. Yet because they could only speak Spanish and knew so little about schools in general, they were unable to really help me out with any problems that I would have. One day my parents, after reviewing my report card with another assortment of â€Å"unsatisfactory† grades, decided to take two steps to try and encourage me to get better grades. The first was a transfer to a different school, and the second was a little system they set up: For every â€Å"A† I received on my next progress report I would receive $15 and for every â€Å"B† $5. While I was upset because I would not get to see any of my old friends at the new school, the second part surprised me a little. The fact that the prospective cash out for grabs was an enormous amount for a 7 year made me anticipate all the things I could do with that money. Even ... ...ivation declines which translates to harder work while the reward is in place and conversely to a lower frequency of work when the reward is withdrawn. I must also point that something interesting happened as soon as the material reward was withdrawn and replaced with praise: The act of studying and finalizing my homework then became an intrinsic motivation as my association of it with forced work changed to one of enjoyment, which was reinforced by my success academically. Final Word: Conclusion From then on I began to observe those who were likewise excelling in academics and began to imitate them. What probably drove me was a strong sense of self-efficacy or my perception that I could perform as successfully as they were. This self-efficacy persists to this day, where I now have a strong need for self-actualization, or the need to achieve my full potential. In recent years I have also learned of both self-reinforcement and self-punishment, and how to associate the motivation behind my academic progress not extrinsically as most people do, but intrinsically, something that I am doing just for the sake of doing it. This way I can derive the most from my college experience.

Essay on Shakespeares The Tempest - Prospero and Shakespeare :: free essay writer

The Tempest, Prospero and Shakespeare There can be no doubt that The Tempest contains numerous references to the theater, and while many of Shakespeare's plays make reference to the dramatic arts and their analogy to real life (e.g., "all the world's a stage"), it is in this, his last play, that the Bard most explicitly acknowledges that the audience is viewing a show. Thus, in the play's final scene (Act I, scene i., ll.148ff), Prospero tells his prospective son-in-law Ferdinand that the revels at hand are almost at an end, that the actors are about to retire, and that the "insubstantial pageant" of which he has been a part has reached its conclusion. It is, in fact, tempting to equate the character of Prospero with that of his creator, the playwright Shakespeare. When Prospero sheds his magician's robes in favor of his civilian attire as the Duke of Milan, with the benefit of hindsight that this is Shakespeare's last work and his crowning achievement, we are disposed to associate the learned sorcerer with the Bard of A von. How far we are to take this identification, however, is moot. Prospero of The Tempest, like Shakespeare in his late Romance period, is a mature man with a daughter (Shakespeare, in fact, had two daughters, his only son dying in childhood) at the height of his intellectual and creative powers. Prospero is a polymath, a scholar with a magic book from an entire library that so absorbed him that it was, "dukedom large enough" (I, ii. l.110). Prospero displays a tinge of regret for having neglected his worldly office as Duke of Milan in favor of the life of the mind. Similarly, as virtually all of Shakespeare's biographers have observed, the Elizabethan playwright's knowledge was exceedingly broad, leading many to speculate that he pursued a number of vocations before settling into a life in the theater, and we know from textual correspondences that Shakespeare was broadly read and that he continued to absorb knowledge from diverse publications until his death. We can also speculate that Shakespeare regretted remaining away from his home in Stratfor d, at least insofar as his career in London kept him away from his children. Lastly, following The Tempest, Shakespeare, like Prospero, retired to civilian life, there being a period of five or six years between his composition of that play and his untimely death at the age of fifty-two.

Can One Be Moral and Not Believe In God Essay

Can One Be Moral and Not Believe In God? Is it possible for an individual to live morally without believing in God? For someone who believes in God this may be a difficult question to answer. Whereas, someone who does not believe in God might immediately say that having morals has nothing to do with religion. So, to answer this question, we will look at what it means to have morals, compare the views of an Atheist and a Catholic, and look how ethics plays a role in answering this question. In the end, we will see that it is not necessary to believe in a higher power to live morally. According to the Merriam-Webster Dictionary, a moral is defined as â€Å"concerning or relating to what is right and wrong in human behavior† (2013). For many years it has been debated on what it means to have morals. Some believe that a higher power such as God set forth rules or guidelines as to how to live morally. Others believe that people do not need a higher power to determine how one should behave in life. Ultimately, the answer lies in each individual and their understanding, and each answer may vary. However, there is a universal understanding of what is right and wrong. Everyone could agree that it is wrong to commit murder. We could all agree that we should treat others with the level of respect that we wish to receive. But where did the underlying rules of morals come from? Whether a person is religious or not, each person could agree on the concept of the Golden Rule. According to Mosser (2010), â€Å"†¦the best-known version comes from the Christian Bible: â€Å"Do unto others as you would have them do unto you† (Sec. 2.1, Para. 19). Simply put, do not do something to someone else that you would you not want them doing to you. If you do not want  someone to cheat off your test, do not cheat off someone else’s test. If you do not want your significant other to cheat on you, you should not cheat on them. No matter what background people may have, we can all come up with the same conclusion that there are good and bad actions. But how does each person’s background effect their understanding of what is moral? Someone with a religious background, such as a Catholic, will tell you that God laid out the rules of what it means to have morals. Cynthia Stewart (n.a.) states, â€Å"Catholics see the Ten Commandments found in the Hebrew scriptures as the basic groundwork for moral action, which together with the life of Jesus provide a deep and abiding understanding for how to act with love and justice in the world† (Para. 3). The Ten Commandments are typically thought of when determining what God considers to be sins. Catholics believe that how an individual behaves here on Earth will determine what they are to expect in the afterlife. If you live a life filled with love of God and his children, you will obtain eternal happiness in heaven. However, if you live a life of evil actions and choices you will be punished by going to hell. On the other hand there are the nonbelievers, such as Atheists, who do not believe in a God. According to Walters (2010), â€Å"†¦philosophical atheists put a high premium on reason, insisting that a rejection of God-belief must be based on the same judicious scrutiny of available evidence and arguments called for in examining any claim† (p. 12, Para. 3). Some people are just raised not to believe in this higher power, others may have had a bad religious experience which led them to this understanding. For these individuals they look at the situation at hand and determine through logical thinking and reason what they must do in life. They do not look to a higher power to decipher what they should do, but look within themselves and what is expected of them from their community. For example, if an Atheist sees someone steal something from an individual and run down the road, they may run after the culprit because they have a sense of duty to do what is right. Now that we have seen two different points of view, we must then consider how ethics can determine if someone can live a moral life with or without the belief in God. Ethics is the way an individual justifies their decision on what is means to have morals. Lawler (2013) states, â€Å"Contemporary ethics takes three normative approaches to determining the morality of an action: (1) the utilitarian approach, which gauges morality by utility; (2) the deontological approach, which emphasizes rules, obligations, and duties; and (3) the â€Å"new† virtue-ethical approach, which gives precedence not to the actions of the agents but to their personal characters formed in their respective moral communities and learned through the imitation of the respected role models in those communities† (p. 443, Para. 2). Which view each individual will agree with will drastically vary. Each approach has integrity and will serve the same purpose in determining what is right from wrong. The difference is in the approach, whether by utility, rules, or an individual’s actions. However, even though these views may come up with the same conclusion, which is the best ethical system? The ethical system that works best for me is the virtue-ethical approach of which focuses on the individual. Adults have an obligation to raise children to be responsible and respectable so that they can then teach the next generation and so on. However, as individuals we can only take responsibility for our own actions. According to McCloskey (2008) there are â€Å"seven virtues† of which can be rearranged and combined in order to determine if one is virtuous; courage, temperance, justice, prudence, faith, hope, and love (p.46, Para. 4). After reviewing multiple ways that one can merge these virtues together, I have determined that one does not necessarily need every single one of these to be considered virtuous. For someone who believes in God, they may very well combine faith with courage, and take the belief that their courage comes from God. Someone who is a non-believer may unite courage with prudence. Each person would still be considered virtuous. Because either person’s views can be used is the ethical system it shows that this system can be used universally between religious and non-religious beliefs. To understand all of what we have reviewed thus far, let us look at Heather the Catholic and Mary the Atheist. Both people drive down the same road every day to go to work. They both see a man on the side of the road with  the sign pleading for money. Both stop and give the man some money to help him get through the day. Why do they do it? Heather was raised Catholic and was taught that when you see someone in need the right thing to do is to help. She believes that helping others will get her to heaven. On the other hand, we have Mary who is an atheist. She stopped to give the stranger money because she likes the good feeling she gets when helping someone. She does not rely on the thought of a God looking down on her, judging her actions for what is to come in her afterlife. So, would it be correct in saying that both individuals can be viewed as having morals? Some people who are strongly influenced by their religion may say that morality can only come from believing in a God. Without the moral rules set forth by God there is no reason to live in such a way. They may argue that without God-driven morals, there is no reason to believe that stealing is wrong. If there is no punishment by a higher power, then there are no rules to follow. However, there belief or argument is that there is in fact punishment in the afterlife for actions taken in this life. That judgment is determined by God, so therefore God does exist and one should live a life according to the rules he gave us.

How do bacteria affect human lives? Essay

Bacteria interact and are a constant in our day to day lives, perhaps more than suspected. Bacteria are often thought of as bad, however this is untrue, there is also many types of ‘good’ bacteria. ‘Good’ bacteria can benefit us by simply helping our digestive system work and helping us in the process of fermentation. Bacteria are extremely helpful in the production of many things such as fuel and medicine. But bacteria directly affect our production of food which, therefore, directly affects us. Without bacteria we wouldn’t have things like; cheese, sour cream and yoghurt. Bacteria are extremely helpful in the dairy industry as it works within food as a decomposer. Bacteria is needed in cheese as a starter culture, the culture grows in the milk, converting the sugar, lactose, into lactic acid giving the cheese the correct amount of moisture and the correct acidity. Cultures are also used in yoghurt, where it does a similar job as the one done in cheese. The culture is responsible for its taste, texture and once more, its acidity. The viscosity of the yoghurt is determined by its quantity of polysaccharide chains. Food products other than dairy which use bacteria in their production are; wine, dried meats and health food industries, where yeast, lactic bacteria and starter cultures are used. Bacteria doesn’t stop helping us with food there, some bacteria defend against harmful bacteria and aid digestion. These are all examples of bacteria benefiting human life. Bacteria even help destroy toxins and help the immune system mature (1)! However they’re bad bacteria often found in foods, products like milk can contain less beneficial bacteria which can be harmful. Most bacteria in milk comes from the skin of the cow and in production, however healthy cows equal less bacteria. This means in third world countries such as Uganda, where they often use unhealthy cows and goats as their main source of milk, more bacteria is likely to be within the milk making some ill and passing on disease. In places such as Britain, the milk goes through many processes making sure all or most harmful bact eria have been removed. An example of when bacteria are really not that beneficial to our lives is  disease causing bacteria. Bacterial pathogens can cause things like salmonella (food poisoning). Bacteria can also cause diseases like Cholera. Cholera is a huge killer, killing 120,000 a year and making many others extremely sick. Its bacterium is Vibrio Cholerae which is often killed by acidic conditions in the stomach, where the hydrochloric acid and digestive juice stay. Vibrio Cholerae is often taken in to the body through the ingestion of water contaminated with faecal matter containing the pathogen and rarely the ingestion of food, also containing faecal matter with the pathogen. Carriers then carry the pathogen; therefore it is able to spread making it very deadly. Unfortunately, cholera has few or no symptoms, so it is hard to tell if someone has Cholera meaning it sometimes spreads unnoticed. A symptom which can be linked with cholera is diarrhoea, meaning many carriers are often left being severely dehydrated. The amount of deaths that Cholera causes really reflects on how much this disease affects our lives. In 2010 and 2011, certain areas went through the major cholera epidemics, these were; Haiti, the Dominican Republic, Central Africa and the Pacific region with Papua New Guinea. The major cholera epidemic started in Haiti in October 2010, and it also affected its close neighbouring country, the Dominican Republic. At the end of 2011 (when the outbreak was still ongoing) there were 522,335 cases of cholera and 7001 deaths had been reported by the 25th of December in Haiti (2). Another example of bacteria benefiting us is bacterial vaccines. Bacterial vaccines are full of killed or attenuated bacteria. It seems crazy to inject bacteria which cause very harmful diseases into the body; however since they are dead they are not able to harm the body. But they do activate the immune system as it recognises it as foreign so it has to attack the bacteria. The immune system starts to produce antibodies for that particular bacteria and these build up and build up until there is enough to destroy the bacteria, this bacteria and antibody is then are remembered by memory cells meaning that next time they are infected with that bacteria the immune system instantly recognises the bacteria therefore killing it straight away, preventing the disease and preventing the same bacterial infection later. One example of a bacterial vaccine is the Tuberculosis vaccine (3). The BCG vaccine is the most common vaccine. It gets to over 80% of all new born  children in the countries which are part of the national childhood immunisation programme. In 2011, in the countries who were hoping to vaccinate each and every child, the levels of use of the vaccine ranged from 53% in Equatorial Guinea and 54% in Ethiopia, to more than a much larger 99.5% in India and China, two largely expanding countries (4). The increase of vaccinations in poorer areas of the world has lead to a much higher life expectancy, greatly affecting our lives. Bacteria are majorly affecting every single one of us in our lives, from common colds or to making cheese. The ‘good’ and ‘bad’ bacteria help and harm us. Overall, bacteria affects our lives more than any other and are highly beneficial and dangerous. References (1) – http://www.effca.org/content/bacteria-food-production (2) – http://www.who.int/gho/epidemic_diseases/cholera/epidemics/en/ (3) – http://www.drugs.com/drug-class/bacterial-vaccines.html (4) – http://www.tbfacts.org/bcg-tb-vaccine.html (5)

Contemporary issues in marketing Essay

Contemporary issues in marketing Introduction                   Tesco is a UK-based international grocery and general merchandising retail chain. In the recent past, Tesco has undertaken an array of marketing activities to benefit its marketing strategies and corporate social responsibility. The company has invested in a range of own-label products, in-depth market research with customers, established such in-store facilities as bakeries and meat counters and baby change roofs, as launched first-class training program to enable its staff to offer service to customers the best way possible (Chaffey & Smith 2008, p.55). This focus on customer-centric culture has been signified by the positive impacts of the Tesco Club Card and Tesco Direct. Tesco Club Card                   Use of customer loyalty programs has become increasingly pronounced in many industries, the retail sector being no exception. Retailers are increasingly adopting customer club cards to encourage customer loyalty by providing value to them. This tapping into customer loyalty for mutual benefit is a basic technique of relationship marketing which also involves other variables of trust, commitment, satisfaction, and value (Palmer 2005, p.125). Compared to its major competitors, Tesco has the most successful customer loyalty program known as Tesco Club Card. This has given Tesco competitive advantage as the competition has only succeeded in creating false loyalty. Whilst other companies have designed good loyalty programs, they have failed to create value to their brands in the eye of the consumer leading to customer dissatisfaction.                   The Tesco Club card scheme, launched in 1995, has direct benefits to card-holding customers who receive a point for  £1 spent at Tesco stores or at Tesco’s website, as well as double points right71755on special offers by the supermarket. The points are stored and accumulated and the card holder is awarded with vouchers for the value of points they have built up at four times a year (Gummesson 2008, p.55). These vouches can then be used for shopping in store or on Club card Deals where their value is quadrupled. In addition, Club Card holders qualify for free access to a number of Club card clubs by Tesco such as healthy food, baby and toddler, food and Christmas clubs. Tesco card-holding customers also benefit from the convenience of purchasing air miles using their club card points following Tesco’s partnership with Virgin Atlantic.                   The Tesco Club card system also benefits customers by rewarding â€Å"green points† to them when they contribute to environment sustainability measures through bringing their own carrier bags during shopping. This is part of Tesco’s 10-point Community Plan intended to increase â€Å"greenness† at all Tesco stores and improve the chain’s positing within the community (Charlesworth 2009, p.85). The plan also entails Tesco’s efforts to introduce thicker and degradable bags. Through this plan, Tesco customers are able to adopt environmentally friendly behavior and significantly contribute to sustainability.                   Similarly, Tesco itself substantially benefits from the Tesco Club Card scheme. The benefits afforded to the customers allows Tesco to understand consumer behavior and micro-segment them in terms of lifestyle habits. Data obtained from this enables Tesco to target the customers with more personalized promotions along with other marketing programmes (Gummesson 2008, p.86). Tesco is able to gather detailed data about individual customers’ buying habits while at the same time maintaining feedback channels by which the stores communicate directly with their customers and build loyalty. The wealth of information obtained from the Tesco Club Card system, which is constantly updated and refreshed, has significantly contributed to the supermarket chain’s knowledge of its customer base, increased sales and commitment from customers. In addition, Tesco enjoys such operational benefits as refined stock selection, display as well as staffing levels (Hu mby 2008, p.47).                   Tesco Company has also revolutionized its use of personalized club card data through online marketing strategy. Considerable changes have been made to the company’s website, Tesco.com. Club card has been turned digital, where data about individual consumer habits are correlated with other sources of data such as mobile phone data, social networking data, payment methods to enable delivery of even more personalized offers to customers (Hart 2003, p.203). As such, value offers flash up to its most price-sensitive customers whilst finest products are the core of personalized messages to the more â€Å"up-market† club card holders. Tesco’s Home Delivery Service                   Tesco.com, previously known as Tesco Direct, has attracted a huge loyal customer base as a result of the company’s excellent home grocery delivery service. It was initially targeted at time-precious consumers needing to buy Tesco products online. This was done with the understanding that only a particular subset of the customers wanted to buy online. As such, Tesco adopted a user-friendly operating system together to produce a flexible home delivery system carefully tailored to meet the needs and expectations of the target market (Hart 2003, p.206). Tesco,com has grown to become a strong business model complimented by Tesco’s Club card loyalty programme, and helped the leading supermarket chain with identifying, segmenting and incentivizing the most potential customer for less than $250 a head (Humby et al. 2008,, p.221).                   The home delivery service strives to recreate as much as possible the experience of shopping at a local Tesco store. The home delivery model is a product of Tesco’s determination to know its customer more than rival supermarkets and other internet retailers. It has benefitted Tesco’s reputation of listening to customers and responding to their wishes accordingly (Chaffey & Smith 2008, p.98). Tesco has at least 3,200-strong fleet of light commercials that facilitate about 500,000 deliveries per week. The supermarket chain’s home delivery vehicles are in operation seven days a week for a maximum 16 hours daily, resulting in substantial positive effect on their customer service levels. Using a powerful satellite navigational system, Tesco drivers follow most efficient delivery routes that enable them to meet delivery schedules at all times. This is helped by the fact that the company has a team of high skilled pickers who take care of o nline orders. Marketing Relationships Between Organization And Its Stakeholders Tesco’s Relationship Marketing                   The existence of a business depends on its ability to build relationships between employers, employees, investors, customers, suppliers and other stakeholders, and efforts done to attain success. Tesco builds marketing relationships with its stakeholders through listening to them: pursues partnership approach with suppliers, employees and suppliers due to its belief in open and constructive relationships (Thoenig & Waldman 2007, p.152). Similarly, Tesco listens and partners with communities in which they do business for the purpose of understanding local issues and needs. Tesco as a publicly trade limited company has diverse ownership, meaning that the investment community has greater degree of leverage over retailer strategy as well greater degree of freedom of the supermarket to promote sustainability even in instances where it is against short-term financial interests.                   Considering that Tesco operates in a highly competitive marketplace where products, tastes, consumer buying behaviors and even store are constantly changing, it always have to devise proactive measures to deal with these changes. The company’s slogan, ‘Every Little helps’, describes its way of working with all its stakeholders.                   Tesco has a history of appealing to both ‘up-graders’ and ‘down-graders’, which has helped the supermarket store to significantly broaden its demographic base. Tesco strives to fulfill its aims and objectives of creating value for its customers and gain their lifetime loyalty by promoting deals and sales of products via direct mail and emails to customers. The messages are tailored for individual customers depending on their history of purchases retrieved from Tesco’s customer database developed from information gathered by Tesco Club card (Humby 2008, p.87). Tesco builds strong relationships with customers by striving to understand them and be the first to meet their needs. Tesco customers constantly receive notifications about the latest new products in stores as well on Tesco.com website. The supermarket chain also offers deals and discounts on its products in line with the customers’ needs.                   Tesco also makes use of relationship marketing on its website to market special offers to customers during such holiday seasons as Easter. The website carries a range of products and presents from which customers can pick from to purchase. Customers are also afforded the option to pre-order their deliveries, enabling customers to book in advance products they desire to purchase online and be home delivered. Tesco’s Cause-Related Marketing (CRM)                   Phrases such as ‘corporate reputation’ and ‘corporate citizenship’ have increasingly become common additions to marketing speak as brands recognize the need to be perceived as responsible players by customers and the society. Cause-related marketing refers to any partnership between an organization and a charity program which markets a product, service, or an image for mutual benefit (Hassan & Parves 2013, p.6). Tesco is at the top of an illustrious group of companies that have integrated major cause-related marketing programs into their marketing activities. This has been informed by Tesco’s understanding of the significance of CRM – substantial benefits to the organization and positive impact on the community at large. CRM programs have proved necessary due to changing expectations of stakeholders who increasingly demanding greater accountability and responsibilities from organizations.                   CRM activities have positively benefitted Tesco’s communication and marketing power. For instance, the supermarket chain has utilized major advertising spending in supporting a number of community involvements e.g. â€Å"Computers for Schools† and â€Å"Sports for Schools and Clubs†. When customers spend in excess of  £10 at Tesco stores or at Tesco’s website, they are awarded vouchers than can be given to schools and clubs (Thoenig & Waldman 2007, p.149).                   Tesco has also build reputation as a â€Å"responsible business† due to proprietary involvement in healthy eating initiatives such as it inclusion of glycemia index on food-product labeling and a Gi guide lifestyle book for customers. CRM activities through Tesco club card and home delivery services have proved to be an intrinsic component of Tesco’s marketing strategy for enhancing its corporate reputation, brand equity, loyalty, sales, and corporate social responsibility (Thoenig & Waldman 2007, p.157). CRM has strength over more conventional forms of marketing in the sense that it provides both emotional and rational connection with the customer, thus building a much stronger and sustainable relationship between the organization and customer as a stakeholder. Tesco Information Exchange (TIE)                   Tesco has also made significant efforts to boost its previously confrontational relationships with its suppliers as a result of the company’s competing on price with its supplier brands through use of copycat store brands (Thoenig & Waldman 2007, p.150). Since 1997, Tesco has been partnering with its suppliers to jointly develop a differentiated marketing approach – the Tesco Information Exchange (TIE). Through TIE, Tesco supplies its supplies with real-time information pertaining to store sales of their products. This would help in marketing analysis together with logistical planning. This arrangement enables Tesco’s supplier to give input that contributes to the improvement of Tesco’s marketing efficacy.                   Furthermore, the Tesco-suppliers partnership extends into development of certain products for their customers, undertaking store-specific promotions or incorporation the vendor’s offer to the company’s customers at the store-specific level. The result of this relationship has been its suppliers’ general perception of Tesco as professional, fair, consistent, and committed to its customers (Thoenig & Waldman 2007, p.151). Role of Customer Relationship Management (CRM)                   In recent years, Customer Relationship Management (CRM) has become a powerful marketing tool that has led to massive increase in sales and profit maximization in the retail sector (Stair & Reynolds 2010, p.47). This has especially been the case due to the increasingly competitive modern marketplace in which customers continue to gain vigour, translating that business have to focus more on their customers in order to retain them and attract more others. Customer Relationship Management refers to any initiative or application developed to help a firm optimize its interactions with customers, suppliers, or protests through one or more touch points such as a salesperson, distributor, call center, store, branch office, e-mail, Web etc for the purpose of acquiring, retaining and cross-selling customers (Hassan & Parves 2013, p.2).                   CRM is designed to develop and continuously improve an organization’s relationship with its customers in their real-time transactions, with the greater help of information technology. CRM utilizes such tools as databases, personalized engines, targeted marketing, response function analysis, online preference surveys, and programs designed to track and analyze customer behavior (Hassan & Parves 2013, p.3). It builds on conventional marketing principles and much emphasis is on recognizing and defining what customers perceive as value and strive to deliver it. CRM goes beyond marketing as it involves a range of business practices designed to put the organization into closer touch with its customers so as to learn more about one another, where the overall objective is to make each other more valuable to the firm. Retailers greatly rely on the implementation of CRM policy approaches and frameworks to ensure their business success (Hassan & Parves 2013, p.5).                   Tesco adopted CRM in the early 1990s when the supermarket chain started working with a marketing services firm, Dunnhumby, leading to the launch of the preliminary test of loyalty card scheme in its six stores in 1994. In relation to the Tesco Clubcard, CRM can be best termed to as initiatives designed to improve the supermarket chain’s performance at every point of contact with their customers, to make them happier while making the company richer at the same time. The main motivation behind the Tesco Clubcard was to gain insight into the shopping habits of Tesco’s customers as well as give something back to them. This scheme established a new point-of-sale (POS) technology at Tesco along with a call centre dedicated to handle customer queries. Generally, Tesco has utilized CRM in its processes to create, maintain, and expand relationships with its customers. Tesco’s CRM initiatives involve loyalty cards, home delivery services, comp any service desk, mobile shopper and Point of Sale (POS) till.                   To a larger extent, success of CRM in creating value and benefits for all concerned is dependent on both the supplier and consumers of products or services. However, with the rapid technologies changes, leading companies like Tesco have been able to utilize CRM as a strategic approach best placed to improve the value of its shareholders by achieving proper relationship with key customer bases or customer bases. This is especially because the implementation and affectivity of Customer Relationship Management are strongly dependent on the effective utilization of information technologies together with strategies of relationship marketing to deliver profitable goals in the longer term (Hassan & Parves 2013, p.8).                   Strategies of CRM have greater potential of delivering value for the business organization and its stakeholders because they are exclusively customer oriented. Through CRM, Tesco’s business practices have enabled it to appeal to its existing and potential customers more closely, creating an opportunity for mutual understanding and offering better worth to each other. At the end every three month, more than 150,000 loyal Tesco customers are delivered with magazine from the supermarket chain highlighting the latest and exclusive offers of the company’s products and services, while more than 8 million Tesco shoppers are reached by the CRM tools.                   By and large, Tesco can be termed as the most excelled practitioner of CRM pertaining to its knowledge of the customer thoughts, their perception and feeling regarding grocery shopping. Using demographic data, lifestyle data, information on total dollars spent on food items, and customer response to offers and promotions facilitated by the Tesco Clubcard, Tesco has put much focus on customer satisfaction by developing customer needs segments to which personalized coupons are awarded to individual segments.                   Tesco has also successfully applied CRM approaches to its home delivery services. They have contributed to creation of value for both the company and its customers in the sense that new technology applications (Microsoft-developed website) have resulted in reduced flexibility of delivery time and improved order-picking process. The company uses special software that manages the picking operations including routing and substitution (Stair & Reynolds 2010, p.47). Use of CRM has ensured greater availability of products most likely to be ordered by different customers given that each Tesco store’s server is equipped with each customer’s favourite product history. Also, Tesco stores add value by fine-tuning wholesale order and maintaining regional variation in terms of pricing for the benefit of the customer. Value of extended marketing mix                   As with all types of marketing activities, retail marketers need to developed concrete knowledge of their markets, needs of their customers and the competitive pressures they face in order to develop clear targeted market strategies and considered brand positioning. This requires that an organization devotes significant amount of attention to its marketing mix (Stair & Reynolds 2010, p.79). In the recent past, the traditional 4Ps marketing mix has expanded to extended services marketing mix to include additional 3Ps – physical evidence or in-store atmospheres, people, and processes. Physical evidence                   The physical evidence element refers to the tangible elements or in-store atmosphere that customers can evaluate. The physical layout is crucial today as customers increasingly come into contact with products or services in retail stores they expect high standard of presentation (Charlesworth 2009, p.211). While Tesco has not committed large amounts of money in store-design relative to its competitors, its stores are reputed for their warmth and excellent layout of products. Tesco ensures a customer who enters their stores gets exceptional personal experience through adequate amount of lighting, proper sign boards and neatly dressed employees highly knowledgeable about the products on sale in the store. As such, Tesco customers can always expect find their way and locate products around the stores with exceptional ease. The products on the shelves are supplied with sufficient information relating to prices and manufacturing ingredients besides being clea n. High quality physical layout of Tesco is evident at its virtual stores and websites which have simple design and are relatively user-friendly. In addition, Tesco has made effort to provide its customers with tangible evidence about of the quality of their products and services through brochures and magazines given after every three months. People                   The people element relates to the evaluation of personnel providing services in terms of their knowledge, competence, customer relations etc. According to Gummesson (1999), everyone in firm in the service industry is a â€Å"part-time marketer†, thus their every actions have great direct impact on the output received by customers. Thus, employees can be said to be the business and are a vital component of the marketing mix. In this regard, Tesco has strived to enrich its human resource by refining its recruitment methods, training, motivation and rewards schemes for its staff so that they can in turn give excellent service to customers. Tesco staff is divided in six specific groups with particular skills, knowledge and resources to execute their roles to the satisfaction of the customer. Ð ¼Tesco is committed to its values that state â€Å"No one tries harder for customers† as well as â€Å"We treat people how we like to be treated.† The supermarket chain believes that by managing its people well, in a culture of respect and trust, employees will deliver their best to customers while customers will develop loyalty to the company (Tesco 2012, p.2).                   Tesco has also worked hard to establish excellent buying processes for its customers by providing them with an option of visiting their brick-and-mortar stores in different locations or ordering online at Tesco.com. In Tesco stores, customers are presented with two efficient options of checking out their products: till payment or self-service. Tesco has made significant strides in improving the shopping experience of its online consumers by working to decrease the total amount of time spent on completing an order – from the previous one hour to about half an hour. The supermarket chain has also improved its home delivery service by increasing the number of delivery truck, personnel and the overall time it takes to make the deliveries. Processes                   The process element relates to the assessment of the entire experience as provided by the service (Charlesworth 2009, p.215). This is particularly crucial as most consumes increasingly perceive the process of shopping as important as the product they purchase, whether it be the calm efficiency of professionally-run department store or the overall excitement of the sale. An effective marketing process entails a variety of processes such as processes of identifying customer needs and demands, processes of handling customer complaints among others. Tesco is committed to its vision of satisfying customers with their products. In general, there are several rallying calls that attest to Tesco’s utilization of the processes element in its service marketing mix. They include: â€Å"we try to get it right first time†, â€Å"we deliver consistently everyday†, â€Å"we make our jobs easier to do†, and â€Å"we always save time and money †, and â€Å"we know how vital our jobs are†. References Chaffey D. & Smith P.R. 2008. E-Marketing excellence. 3rd Ed. Butterworth Heineman. Charlesworth A. 2009. Internet Marketing – A practical Approach. 1st Ed. Butterworth Heineman. Gummesson E. 2008. Total Relationship Marketing. 3rd Ed. ButterworthHeineman. HART, S. J. (2003). Marketing changes. London, Thomson. Hassan, A. & Parves, M. 2013. A Comparative Case Study Investigating the Adoption of Customer Relationship Management (CRM): The Case of Tesco and Sainsbury’s. 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