The Little Girl and the Wolf Essay Example

The Little Girl and the Wolf Essay James Thurbers story, The Little Girl and the Wolf starts off with, One afternoon a big wolf waited in a dark forest for a little girl to come along carrying a basket of food to her grandmother. (Elements of Literature, p.203) This first sentence tells us quite clearly that neither the situation nor the little girl are very safe; in other words, something terrible is waiting to happen.The little girl comes along and runs into the wolf, who asks her for directions to her grandmothers house. After receiving the directions the wolf takes off. Although its not mentioned in the story, the reader automatically knows that the wolf is headed for the grandmothers house, and that even more danger awaits the little girl.The little girl reaches her grandmothers house sometime later and walks in. She notices someone in the bed and quite calmy and humorously (or possibly even sarcastically) comes to the conclusion that the person in the bed is not her grandmother. Without any emotion or expression she pulls a gun out of her basket and kills the wolf.The story ends with the moral: It is not so easy to fool little girls nowadays as it used to be. (Elements of Literature, p. 203) This may be true enough to justify the unusual change of events in the story.At the beginning of James Thurburs other story, The Princess and the Tin Box, the princesss beauty and wealth are described in detail, giving the reader a picture of the life that she has in the palace. Her beautiful features are compared to a cornflower, hyacinth and a swan. Her toys were all made of gold or platinum or diamonds or emeralds. (Elements of Literature, p. 204) She was pampered with the best of gifts and pleasures at all times.On the princesss 18th birthday, her father sent a message to five neighboring kings telling them he would give his daughters hand in marriage to the prince that brought her the gift she liked most.The first prince brought her an enormous golden apple; the second arrived with a nightingale o f a thousand diamonds; the third presented her with a jewel box made of platinum and sapphire, and the fourth gave her a heart made of rubies and pierced by an emerald arrow. The fifth prince was handsome but quite poor and had nothing of great value to give the princess. He brought her a small tin box filled with ordinary rocks. The other princes laughed at him, but the princess was quite delighted at the sight of something that she was never allowed to see or play with before.The gifts were set on a long table, and the princess chose the gift she liked best the jewel box given to her by the third prince. Her explanation for her choice was that since she was to get married, she would be meeting many admirers who would bring her many gifts; therefore she needed the jewel box to keep all these gifts in. She married the third prince that same day and had a lovely wedding.Evidently the princess had been raised exactly as her father had wanted, with no taste for ordinary things (althou gh she did seem interested in them earlier). If this story were like every other fairy tale, the princess would have married the fifth prince and lived happily ever after. Thurber, however, has a way of turning sweet fairy tales into writings with hints of sarcasm in them. The ending of this story was no surprise after reading Thurbers first story. In modern days, no girl in her right mind would choose the fifth prince, no matter what. Thurber has shown this characteristic in an old-fashioned setting, making it seem ironic and unusual whereas it wouldnt be at all unusual to people nowadays.

Abortion Crtical Analysis misc essays

Abortion Crtical Analysis misc essays Ellen Willis has written this article based on personal views, opinions and experiences. She openly expresses that the issue of abortion is a womans issue and should therefore be discussed with the woman in mind. She accepts the fact that others consider abortion to be a life issue and understands their feelings as to why they argue this point. It is recognized very early on that Ms. Willis is a feminist arguing the fact the fetus occupies a womans body to become a human being. She is trying to emphasize that in the pursuit to save a fetus that the womans feelings, body and life are being forgotten. The article continues on arguing the point that the fetus should not be the sole consideration when arguing this issue. The subject of the responsibility of having sex with contraception was briefly discussed. Whether the responsibility is that of the mans or that of the womans could easily be the discussion of another article. Ms. Willis mentions this topic only to remind the reader that accidents do occur. Using the argument that if a person does not want to get pregnant in the first place that they should just use birth control. Unfortunately, the article reminds us that it is not that easy. This does not encourage that abortion should be used as birth control. She is reminding the reader that a woman should not be forced to have a child because the birth control method failed. Extremists seem to be of great concern in this article. Ms. Willis argues that one can not fight for life by destroying another. She wants people to understand that it is fine to have opinions. It is the actions of the extremist that are of concern. The article discusses that to put the life of a developing fetus as higher priority as a living human being is inconceivable. Ms. Willis then personalizes the issue by discussing the birth of her own child. She explains that she knows first hand what a t ...

Working with violence and harm Essay Example | Topics and Well Written Essays - 2500 words

Working with violence and harm - Essay Example aves, brain washed and thereafter used to perpetuate acts of terrorism or used in drug trafficking among other social ills in the society while their masters draw all the financial benefits. Ironically, human trafficking is rife in the developed countries. Human beings are the most valued of all living things, they have dignity and value for their lives. Human trafficking devalues human dignity by making people look like other products in shops and stores all over the country. The trade is therefore inhumane since it makes some people look subordinate to others a fact that results in open conflicts of interests. Humans sell their labor willingly through the acquisition of formally recognized employments. Additionally, humans have the freedom of choice, which is the most important of all human freedoms, rights and privileges. This makes people live happy and satisfying lives, human trafficking on the contrary breaks all the societal harmony by taking turning humans into modern day slaves to be used by others as though products for financial gains. This is arguably the worst effect of human trafficking; it denies people their conscience and freedom by putting them under the ownership of others with equal features and abilities (HART, 20 09). Most of the victims of human trafficking are often from poor families most probably in the developing countries in Africa, Asia and the Latin America. This makes it easier for the perpetrators of such atrocious acts to convince their victims with fake promises of better jobs and better lifestyles in the Europe or in the United States of America (UNITED NATIONS HUMAN SETTLEMENTS PROGRAMME, 2007). Once in these countries, the victims are compelled into the illegal and life threatening activities. Some of the victims die in the process owing to the amount of risks involved in the activities that such people engage in. drug traffickers have often used corpses in transporting large consignments of drugs into foreign countries. This

Critical review of methogolgies used within identifed lit serached Literature

Critical of methogolgies used within identifed lit serached articles - Literature review Example Alcohol addiction is seen in the dimensions of tolerance and dependence. â€Å"Tolerance is a state of adaption in which more and more alcohol is needed to produce desired effect. Physical dependence means upon interruption of drinking, a characteristic withdrawal syndrome appears which is relieved by more alcohol intake† (Suillivan, 2012, p. 13). This implies that alcohol tolerance is a situation where a person has come to a point where his body and system desires specified volumes of alcohol to function. This means the person has gotten to a point where drinking is more of a norm and his body has come to terms with the fact that alcohol is essential to his wellbeing and continuous existence. Physical dependency on alcohol implies that a person seem to get social challenges like seeking to be away from other people when s/he does not get to consume alcohol. In other words, physical dependence or alcohol addiction implies that a person cannot socialize or relate to others when that individual does not consume an amount of alcohol that s/he is used to. Alcohol addiction is therefore a maladaptive pattern of alcohol consumption that involves alcohol abuse and dependence on alcohol (Shenton & Turetsky, 2010). Numerous treatments have been put forward for dealing with alcohol abuse and alcohol addiction. One of such treatments is the drug, Acamprosate. Acamprosate works to reduce dependency and desire for alcohol. It therefore helps to cut down on the volume of alcohol consumed and enables a person to become more independent of alcohol. Acamprosate is said to work best where there is a support from a group or an expert in order to enable the patient to get guidance and assistance in abstinence. Acamprosate can therefore be said to be a drug that works with the combination of an administrator or a medical professional as well as other behavioural scientists like psychologists and counsellors who provide various

The Apple Company Assignment Essay Example | Topics and Well Written Essays - 1500 words

The Apple Company Assignment - Essay Example At the end of 2010-2011 financial year, Apple sold 27 million compared to the 6 million units sold in 2008. This essay will therefore analyze Apple’s Iphone from a microeconomic and macroeconomic perspective. The main factor that affects the supply and demand of a product is price. Price is the exchange value of a product at a given time and market. Consequently, Apple will experience a change in the demand of its product if it changes its price. Currently the IPhone is the most highly priced smart phone in the market. This is in comparison with other similar products such as Samsung Galaxy. The Apple Company will also be willing to increase the supply of the product at high market price. Technology is the second factor that influences IPhone’s demand and supply. In the current digital age, high tech gadgets such as smart phones are increasingly becoming necessary. In addition, technological advancement has increased efficiency in the production of the product (Bade, 20 07, p. 23). This has increased the supply of the product leading to a reduction in price. Advancement in technology has also caused a reduction in the prices of other related smart phones particularly those manufactured by Chinese companies. This has caused a shift in the customer base for the product. Market structure relates to the nature or influence of buyers and suppliers in a market. Perfect competition, oligopoly, monopoly, and monopsony are the basic market structures. The Apple Company operates in a perfect competition market. A perfect competition market is considered as an ideal market, which is characterized by many buyers and suppliers. In addition, a perfect competition market is characterized by freedom of entry and exit. This promotes the production homogenous products and availability of numerous substitutes. In such market, product, promotion or advertisement are critical factors that suppliers use to increase the sale of their products. Advertisements and free mar ket information makes the consumers to have readily available information about prices, products, and competition of the supplies (Bade, 2007, p. 43). Thus, consumers in the high-tech and gadget market are aware of products of other related producers such as Nokia, Motorola, and Samsung. The profitability of a product determines its existence in a competitive market. In addition, profitability of a company determines the company’s preference for its production. The Apple Company continuously advertises its products in order to maintain its position in the market. IPhone advertisements are common in popular print and electronic media. Online magazines and social media are some of the common platforms through which Apple advertises its products. Through these advertisements, the company informs potential and existing customers about the high-tech capabilities of their devices. A typical advert will illustrate user friendly and device intelligence features that make the IPhone t o stand out from other similar products. In addition, the company needs to increase its investments in research and innovation. Acquiring patents for smart phone features will increase the profitability of the product. In addition, the Apple Company will have profitable operations through reduced costs of operation. Technology innovations will lead to efficient operations and reduced cost of operation. The current market structure is slightly profitable

Middle Childhood: Evaluation of Development and Milestones

Middle Childhood: Evaluation of Development and Milestones These dimensions are not separate, they overlap consistently, for instance, can strongly influence another. Writing words, for an example, requires physical development (sub-category: fine motor skills) but it also requires language which falls under a part of the cognitive development. This essay discusses the developmental period of middle childhood (usually defined as ages 6 to about 12), addresses the milestones faced for this age group. It considers the theorists that have contributed frameworks and a deeper understanding in regards to human development and aging. Furthermore, an analysis of the environmental influences that foster typical middle childhood development shall be provided using the Bronfenbrenners model and then examines how conditions such as Auditory Processing Difficulties, might impact the development for an individual. Humans experience numerous periods of development throughout their lifecycle. Due to this, developmental stages are commonly defined as milestones. These are acknowledged as skills gained or age-specific tasks that are achieved within a stage identified usually by an age range, although these age specifications are generally used as guidelines to assist in identification of potential developmental delays as well. In modern western cultures, these identified stages in life are typically categorised into eight periods consisting of the following titles: Prenatal period, infancy, preschool period, middle childhood, adolescence, early adulthood, middle adulthood and late adulthood. Middle childhood, however, is around the identified age where children obtain an access to new settings, they witness pressures that present them with distinctive developmental encounters. Having achieved prior life milestones, the child is now moving into expanding roles and environments. Milestones typically associated with this stage is the development of foundational skills for building social relations and the preparation for adolescence beginning with entry into a school system and is denotes growing intellectual skills as well as the physical ability (Berk, 2014). For example, in the physical domain (domain interest lays in body size/systems, physical health, and brain development) the developmental growth continues at a firm rate but characteristics for this age group consist of youths mastering physical skills and exhibiting better command of large muscles (gross motor than fine motor) in addition to exhibiting better balance and coordination. Psychosocial development (pers onal and interpersonal aspects) would be an increased interaction with that of same-sex peers (Burton, 2015). Developmental Theorists and their Outlined Milestones Throughout history, theories have developed a model for understanding a persons thoughts, emotions, and general behavior. However, four major theoretical viewpoints are considered when developing an understanding of human development: The psychoanalytical viewpoint (established by Sigmund Freud and reviewed by Erik Erikson), the learning perspective (developed by Pavlov, Watson, Skinner and Bandura), the cognitive viewpoint (advanced by Piaget, Vygotsky) and the systems theory approach (exemplified by Bronfenbrenner and Gottlieb). Each theory produced emphases on a particular facet within development. When Sigmund Freud devised a psycho-sexual theory of development the domain of interest was in regards to how the mind works and what causes particular behaviors in individuals.This model proposed a sequence of psychosexual points, highlighting the possibility of problematic experiences leading to fixations or regressions (Burton et al., 2015). The characterization for middle childhood was known as the latency stage, it places importance on privacy and understanding their body.This stage is considered the time where sexual energy is at rest (quiet libido) between the early childhood and adolescence; the youths psychic energy began to narrow its focus primarily on social and cognitive growth (Sigelman Rider, 2009). This aspect of Freuds design is also captured by Eriksons emphasis on the development of a childs sense of industry. Erik Erikson established a social-developmental theory emphasising the social and emotional facets of human development (Sigelman Rider, 2009). For each of the eight stages developed, there was an identified milestone that exists for healthy personality development to occur. Industry versus inferiority stage (6 to 12 years) was considered the point where a child obtained a sense of self-worth from involvement.Children must master significant social and academic skills while matching their peers efforts otherwise, risk feeling inferior (Burton et al., 2015). It was the point where either the child established a sense of industry (providing a sense of purpose and confidence in their ability to be successful) or a sense of inferiority (cannot accomplish what is expected). Burton, Westen, and Kowalski (2015) outlines Ivan Pavlovs published work; his learning research regarding the salivation response in dogs began known as classical conditioning. Although bothJ.Watson and B.F.Skinner followed on from the work of Pavlov they rejected the psycho-analytical theory expressed by Freuds and explained his theory through the usage of learning principles establishing a learning perspective (behaviourism). This emphasised that behaviour is influenced by environmental stimuli and highlights a childs experiences. Furthermore, it suggests a mind is originally a blank slate gradually being moulded, while development is considered a response to positive and negative reinforcement. While Watson placed focused on the role of classical conditioning (the understanding of emotional responses) in his work, Skinner highlighted operant conditioning involving reinforcement and punishment (Sigelman Rider, 2009). The behavioural child development theory differs to the other th ree major viewpoints as it does not consider internal thoughts or feelings. Jean Piagets developmental theory focused on predictable cognitive (thinking) stages, particularly in regards to children. He described how they think and learn about the world they are currently observing; their mental operations. This was done through the usage of terms to describe processes (schemata, adaptation, assimilation, and accommodation) (Sigelman Rider, 2009). These processes occur during each stage of development and characteristics of thought among children were used to form various stages to identify milestones. The school-age (6-12 years) were identified as the concrete operational stage: the child is capable of mature thought when allowed to manipulate and see objects (Burton et al., 2015). The capability to solve practical, real-world problems is present. In addition, school-age children tend to be able to classify objects per several features, ordering in an arrangement of a single dimension (e.g. size) though egocentric thought tends to decline during this stage (Shaffer Kepp, 2009). Thus, when considering Piagets view, the significant psychological accomplishments in regards to middle childhood underlines in the intellectual competence field. The role of social interaction in learning was emphasised in a sociocultural theory of cognitive development, developed by Lev Vygotsky. His model proposes children collaborate and strive together on tasks to enhance their levels of understanding and development (Sigelman Rider, 2009; Shaffer Kepp, 2009). Humans are described as social creatures and being social beings childrens minds are developed through guided participation. Thus, Vygotskys zone of proximal development is a framework that stretches from sole performance to collaborative cooperation (Burton et al., 2015). Environmental factors directly impact development in ones lifespan. Unhygienic living situations (home environment) can harm health and developmental growth for children, while isolation can hinder social development.When little mental or sensory stimulation is provided within a childs environment, cognitive development can delay. The contribution between the innateness of genes based behaviours and the environmental factors areoften discussed in developmental psychology and referred to as the nature vs. nurture debate (Burton et al., 2015). Urie Bronfenbrenners model, The Ecological Systems Theory, suggests that there are different environments encountered across ones lifespan that may influence behaviour.This theory focuses on the interactions and influences of the outside environment on human development (Ben Price, 2011). It differs from the previous theories discussed prior in this essay due to the emphasis on outer world (community, school, and political systems) influence. Bronfenbrenner (1979) suggests that all surroundings need to be measured when identifying a childs development defining environment as a set of nested structures each inside the next like a set of Russian dolls. Therefore, the developing person is said to be at the centre of (embedded) in a system of five socially organised subsystems, all contained within the next. This theory outlines impacts on a childs cognitive, social and emotional development. The microsystem (first layer) represents the most influence on a childs development. Consisting of all experiences and impacts directly affecting the immediate environment of a child including family, school, peers (Berk, 2007). The interactions at this level are considered bidirectional relationships (an impact in two directions).For example, while children are being impacted by the people in their microsystems, their biologically and socially influenced traits (habits, capabilities, temperaments) effect behaviour of the company (Bronfenbrenner, 1979). Of the entire ecological systems theory, this is the most influential layer in regards to directly impacting a childs life development. The mesosystem (second layer) consists of the exchanges between different parts of a childs microsystem, it depicts the interrelations among such microsystems as peer groups or schools (Berk, 2015).Bronfenbrenner (1979) argues that when a childs environment contains supportive links between microsystems that development is optimized. For example, a childs ability to learn with an educational institution would depend on the quality of instruction that the teachers provide.Therefore, this is the layer where a childs independent microsystems do not necessarily function independently, but instead, asserting an impact upon another one. If there is trouble with interactions in one microsystem this will potentially affect others (butterfly effect). Although the prior layers are the most direct and influential in regards to a developing child, the following still impact development; the exosystem refers to settings in which the person is affected but not an active contributor. It indirectly influences experiences and is the third level of Bronfenbrenners ecological systems theory. In addition, the level, macrosystem, focuses on cultural values, laws, health ways that are affected by interactions with another. The final layer (chronosystem) reflects the dimension of time regarding the childs environment and can be external or internal factors as it consists of the experiences that have been undertaken during ones lifetime (Berk, 2007). This theory emphases influences (social, political and economic contexts) in which development occurs and been considered culturally sensitive. It acknowledges the presence of mutual interactions between, for example, a child and its various settings (Berk, 2007).To summarise and illustrate this theory, a child is placed in a centre of concentric circles representing a variety of different factors which all influence. Each of these layers of circles inexorably interacts with and influences each other including, every aspect of the individuals life.How each aspect interacts with the child will influence growth; the more nurturing these relationships founded, the better the child will be able to grow (Bronfenbrenner, 1979).However, a childs biology (genetic and influenced personality traits), plays part in affecting how others treat them; when a change/conflict occurs in one of the systems, it can produce changes in the other systems too. Auditory Processing Disorder (APD) is identified as a neurological defect that impacts how the brain processes spoken language. It is an inability to process sound meanings from surrounding environments (Lucker, n.d.).The central nervous system (CNS) is a vast system, known to be responsible for various functions (memory, attention, language etc.) APD in the broadest sense refers to how the CNS uses auditory information although APD individuals typically have regular hearing, it is the struggle to process and make meaning of sounds/verbal information, particularly when in presence of background noises (Bidwell, 2016). Poor expressive and receptive communication can arise due to this and generally leads to the deterioration of behaviour. Other behavioural indicators found to occur with APD children include mishearing/discrimination of sound difficulties, problematic direction following (predominantly multi-step), slow responsiveness to questions/instructions and short-term memory issues (Lucker, n.d.). In addition, an insensitivity to subtle properties of sound (pitch, volume, rhythm and stress) are all considered symptoms of APD. Formal diagnoses of auditory processing difficulties cannot be made by an audiologist until the age of 7 years when the system has maturated (Auditory Processing Disorder, 2015). Although, by 5 years speech-language pathologists, audiologists and/or psychologists are able to administer a sound based screening test in addition to auditory based language tests to determine if a child is at risk or showing signs of APD. A 3-5% estimation was apparent for children to be affected, worldwide (Mountjoy, 2002). Misdiagnosis/Testing: APD is often confused with other disorders such as attention deficit hyperactivity disorder (ADHD), learning disabilities, social delays, impairments in language or cognitive deficits etc. Multidisciplinary approaches are considered an accurate means for diagnosing this disorder due to the similarity in symptoms of other disorders (Bellis, 1997). This approach generally involves a child being assessed by an audiologist in addition to an educational psychologist and a Speech and Language Pathologist. Commonly misidentified most as an attention deficit due to similar types of behavioural problems consists with disorders such as ADHD or attention deficit disorder (ADD). Although coping mechanisms used for a child with attention deficit will not be effective for a child suffering from auditory processing difficulties (Musiek, Frank E., et al., 2010). Most APD children have a difficult time staying focused due to the inability to understand what is being communicated to them or they are bothered by the environmental background that most can block out. Possible Impacts and Long-Term Consequences: As discussed previously the concept of individuality is developing during middle childhood. Children can develop skills that enable them to work around challenges presented with APD, if left undiagnosed or unmanaged, however, lifelong difficulties become apparent. Effects of this disorder are individualised and the severity varies, as there are several categorises in regards to auditory processing issues: Auditory discrimination, auditory figure-ground discrimination, auditory memory and auditory sequencing; precise auditory skills may be needing to be developed for a child to progress (Bellis, 1997). Although, APD does impact all aspects of someones lifespan development: physical, cognitive and socioemotional. Language and communication are vital for a childs development and for life in general, competence in these areas enable bridges to be formed for engaging in social relationships, behaviour and emotion regulation.Language development is interrelated with social development when a child experiences difficulties with language (whether due to APD or otherwise) it can cause problematic relationships (with peers or parents for example) (Musiek, Frank E., et al., 2010).Adequate communicate is a necessity for children as expression of their feelings, thoughts and needs are vital in establishing, forming deep connections and preserving friendships, especially at this stage of development. Other areas of impact include academics, often children with APD experience complications developing reading and writing (language) skills. Developing phonemic awareness and vowel knowledge is a milestone often encountered with children associated with this disorder. Syllables that are not emphasised or contain similar sounds (e.g. free instead of three) may continue to cause complications long after other classmates have learned to correct themselves (Lucker, n.d. Auditory Processing Australia, 2016). This can invoke lowering self-esteem and a sense of inferiority among peers. Support for APD Children Direct intervention for APD (e.g. auditory training) combined with improved environmental settings and enhanced communication techniques in order to support and assist children can compensate for the difficulties experienced. Compensatory strategies, for example, would enable a child to recognise circumstances where their listening will be challenged and counter-tactics that could be used in such circumstances (Bidwell, 2016 Bellis, 1997). Bidwell (2016) proposes changes in ones environment can provide support to individuals with APD enabling more effective listening and learning. For example, eliminating environmental disruptions, say in an educational atmosphere (classroom) provides support because anything that captures the childs focus would minimised/decreased. Other probable distractions with classroom situations include background noise and visual clutter. In addition, there are general strategies that can be supportive for a child experiencing auditory processing difficulties: educating speakers on effective methods for communicating with the child (e.g. minimal language complexity and clear talking), or direct therapy for a type of impaired auditory functions are two. Recommendations, however, should be customised for each child, taking into consideration their personal and environmental factors (Bellis, 1997). In conclusion, the lifespan is across the age range, topics of importance vary among the periods of development (e.g. middle childhood) and the milestones faced are dependent on these stages. Major developmental theorists and theories were developed to establish an understanding of how we as humans change over time. In addition, this essay outlined the environmental influences that foster for typical development within the stage of middle childhood and examined how the condition of auditory processing difficulties might impact development for an individual.      Ã‚   References Auditory Processing Australia. (2016). Auditory Processing In the classroom. Retrieved January 2, 2017, from Auditory Processing, http://www.auditoryprocessing.com.au/computer-tablet-based-interventions-2/ Auditory Processing Disorder. (2015). CAPD central Auditory processing disorder. Retrieved January 2, 2017, from APD -Auditory Processing Disorder, http://auditoryprocessingdisorder.com.au/capd/ Ben Price (2011, October 27). Bronfenbrenners ecological systems. Retrieved from https://www.youtube.com/watch?v=sjhDYR1NbZYfeature=youtu.be Bellis, T. (1997). Understanding Auditory Processing Disorders in Children. Retrieved December 29, 2016, from American Speech-Language-Hearing Association, http://www.asha.org/public/hearing/disorders/understand-apd-child.htm Berk, L.E. (2014). Development through the lifespan, (6th ed), Pearson, Boston, MA. Berk, L. E. (2007). Infants, children, and adolescents (6th ed.). Boston: Allyn and Bacon. Bidwell, V. (2016). The parents guide to specific learning difficulties: Information, advice and practical tips. United Kingdom: Jessica Kingsley Publishers. Burton, LJ, Westen, D, Kowalski, R 2015, Psychology: 4th Australian and New Zealand edition, John Wiley Sons, Brisbane, Australia Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design (3rd ed.). Cambridge, MA: Harvard University Press. Lucker, J. What is APD? Retrieved December 27, 2016, from National Coalition of Auditory Processing Disorders, http://www.ncapd.org/What_is_APD_.html Mountjoy, A. (2002). What is APD? Retrieved January 3, 2017, from APD support UK, http://apdsupportuk.yolasite.com/ Musiek, Frank E., et al. American Academy of Audiology Clinical Practice Guidelines: Diagnosis, Treatment, and Management of Children and Adults with Central Auditory Processing Disorder. 2010. Web. http://audiology-web.s3.amazonaws.com/migrated/CAPD%20Guidelines%208-2010.pdf_539952af956c79.73897613.pdf Shaffer, D. R., Kipp, K. (2009). Developmental psychology: Childhood and adolescence (9th ed.). Boston, MA, United States: Wadsworth Cengage Learning. Sigelman, C.K., Rider, E.A. (2009). Lifespan human development (6th ed.). Wadsworth: Belmont, CA. EDC1100 Written Assignment Marking Criteria and Feedback Sheet Student Name: _Teianee-Kai Breznikar________________________________Marker Name: __________________________________________________ CRITERIA HD Outstanding A Advanced B Well developed C Satisfactory F Poor to Very Poor 1. Description of typical physical, cognitive, and psycho-social developmental milestones for identified developmental period. Demonstrates a sophisticated understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are no gaps or misunderstandings. Demonstrates a very good understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are a few minor gaps only. Demonstrates a well-developed understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are some gaps and/or minor misunderstandings. Demonstrates developing understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are many gaps and/or minor misunderstandings. Demonstrates limited to no understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are many gaps and/or minor misunderstandings. Lacks satisfactory breadth and/or many fundamental misunderstandings. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 0 2. Analysis of the environmental interactions that shape physical, cognitive, and psycho-social development for the identified developmental period. Presents a balanced and exhaustive analysis of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. Presents a mostly balanced and thorough analysis of most of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. There are a few minor gaps in the analysis. Discusses many of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. There is some balance to the analysis, but further analysis of some environmental systems was required. Discusses some of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. There are many gaps in the analysis. The analysis lacks satisfactory breadth in terms of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 3. Analysis of an atypical developmental condition, and its influence on the physical, cognitive and psycho-social development for the identified developmental period. Presents an exhaustive analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides a comprehensive set of recommendations to support an individual with the condition for the specified developmental period. Provides a thorough analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides a practical set of recommendations to support an individual with the condition for the specified developmental period. There are a few minor gaps in the analysis and/or recommendations. Provides a good analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides some recommendations to support an individual with the condition for the specified developmental period. There are several gaps and/or misunderstandings. Provides some analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides few recommendations to support an individual with the condition for the specified developmental period. There are many gaps and/or misunderstandings. The analysis lacks satisfactory breadth in terms of how the atypical condition affects physical, cognitive, and psycho-social development. Recommendations to support an individual with the condition are limited or irrelevant. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 0 4. Use of credible and relevant literature (all sections) Exhaustively supports all of the main points/arguments with relevant and credible literature/evidence. All main points/arguments are supported with relevant and credible literature/evidence. Supports most of the main points/arguments with relevant and credible literature/evidence but lacking in some places. Supports some of the main points/arguments with relevant and credible literature/evidence but lacking in many places. Provides little, if any, relevant or credible support for points/ arguments. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 5 4 3 2.5 2-1 0 5. Literacy and written communication skills (all sections) Superb writing. Purposeful, well integrated and succinct academic writing which clearly conveys key points. No errors in vocabulary, grammar, punctuation, word choice, spelling, or organization. Very good writing. Purposeful, well integrated and succinct academic writing which clearly conveys key points. Very minor errors in vocabulary, grammar, punctuation, word choice, spelling, and/or organization which do not affect comprehension and readability. Good writing. Writing is generally academic in tone but may occasionally lack some focus, integration and/or succinctness and may be minor errors or instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, and/or organization. Overall comprehension and readability is good. Adequate writing. May be several errors and instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, academic tone, and/or organization which obscure meaning some of the time. Poor to very poor writing. The degree of errors in vocabulary, grammar, punctuation, word choice, academic tone, spelling, and/or organization is such that it is difficult to know what the writer is trying to express. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 0 6. Application of referencing presentation style protocols (all sections) Referencing (in text and reference list) and presentation conforms to APA style and is error free. Referencing (in text and reference list) and presentation conforms to APA style but may be occasional minor formatting errors. Referencing (in text and reference list) and presentation mostly conforms to APA style but may be some errors or inconsistencies. Referencing (in text and reference list) and presentation is recognizable as APA sty

Macbeth :: essays research papers

Macbeth was one of William Shakespeare’s finest plays. Although many people have read Macbeth, not many people know that King Macbeth of Scotland actually existed and what influenced Shakespeare to write about him. English culture and society as well as the historical figure Macbeth impacted Shakespeare’s infamous play. The historical King Macbeth reigned in Scotland for 17 years from 1040-1057. He had a wife named Coruoch and a stepson named Luloch. Although Macbeth did kill Duncan, he was not the gentle king as described in Macbeth. Killing a king was not uncommon at this time as, Macbeth’s 7-9 predecessors were killed as well. In 1050, Macbeth went on a religious pilgrimage to Rome to seek absolution for Duncan’s death. Unlike Macbeth, Malcolm (rather than Macduff) killed the historical Macbeth. Luloch, known as the â€Å"Idiot,† reigned for five months after Macbeth’s death until Malcom overthrew him. Although there are differences between Shakespeare’s Macbeth and the historical figure Macbeth, it is obvious that Shakespeare based his character on this Scottish king. The person who influenced Shakespeare to write Macbeth was King James I of England, who reigned from 1566 to 1625. King James, who was also known as King James 6 of Scotland, succeeded the throne of Queen Elizabeth. James’ mother, Mary Queen of Scots, was known as a tragic queen since she killed James father. At age sixteen, rivals kidnapped James and at age 20, James’ mother was executed. King James was intellectual, scholarly, and an â€Å"insatiable curiost.† His ideal of heaven was the Oxford Library. In 1584, while he was only 18 years old, James wrote Essays of Apprentice in Fine Arts of Poetry. He discussed a new translation of the bible, The Authorized Version, which is the most popular bible today. James also wrote in defense of the Divine Right of Kings- that kings were chosen by God, but they must rule well. King James succeeded in ruling an authoritarian government, but he ruled no better than today’s democratic governments. He was known as the wisest fool in Christendom. James was also eager for social reform. He wrote A Counterblast to Tobacco, which is much like the anti-smoking campaigns of modern times. When Shakespeare wrote Macbeth, he was obviously aware of James concern with witchcraft. King James wrote the Daemonologie, an account of his experiences with witchcraft. Once a witch tried to melt James’ image in wax, and another witch tried to poison him with toad venom.

Doris Lessing’s “To Room 19” Symbols

Women in patriarchal societies are brought up to have certain values, like to have a desire to be good mothers and good wives. However, as much as they try to do these things, they find that their passions and instincts are put down and this leads to misery and insanity. Women have voiced their concerns about the problems of being a woman in a man's society for years. Feminist literature existed before feminism as a movement did. Finally, in the 20th century, this led to the second and third waves of feminism criticizing the limitations of patriarchal and sexist society for women.Doris Lessing in her story â€Å"To Room Nineteen† uses many symbols to explain how women in patriarchal society feel oppressed and unfulfilled. Here I would like to discuss the symbols I consider to be the most important. These symbols are the snake eating its own tail , the devil, poison and the shell. When the narrator begins to explain Susan's life, she describes how ideal and cloudless it seemed to be. She shows that marriage of the Rawlings was â€Å"grounded in intelligence† and how much things finally turned out to became a â€Å"failure of intelligence†(251) .This transition is used to explain how women in a patriarchal society feel, how despite all their efforts they end up being unhappy. The narrator, speaking about Rawlings, provides the analogy of a â€Å"snake biting its tail†(253). Chris Sheridan in his article â€Å"Ancient Wisdom for Modern Problems† states that traditionally symbol of snake eating its own tail used to symbolize â€Å" the eternal cycle of life†, â€Å"wholeness† or infinity. Yet, in Lessing’s story the snake eating its own tail is a symbol of endless futility and absurdity of their life.â€Å"Matthew's job for the sake of Susan, children, house and garden – which caravanserai needed a well paid job to maintain it. And Susan's practical intelligence for the sake of Matthew, the children, t he house and the garden – which unit would collapse in a week without her† (253). Susan feels that all of her work is basically meaningless, that like in the Red Queen's race they are just running as fast as they can in order to stay in the same place.She realizes that her life is basically just maintenance and survival with no further hopes. Theorist Denis Kandiyoti in his work â€Å"Bargaining With Patriarchy† says that women in male dominant society, women like Susan end up â€Å"bargaining with patriarchy†, realizing either consciously or unconsciously that they can't have everything they want so they take what they can get in a patriarchal society (274-276). â€Å"Women strategize within a set of concrete constraints, which I identify as patriarchal bargains.Different forms of patriarchy present women with distinct ‘rules of the game' and call for different strategies to maximize security and optimize life options with varying potential for act ive or passive resistance in the face of oppression† (Kandiyoti, 274). This bargaining with patriarchy can be seen in the fact that the â€Å"snake biting its own tail† normally and traditionally is a symbol of infinite possibilities, however here it becomes a symbol of vain hopes and of limitations. Susan's life is not infinite; it is dreary with gloomy prospects.The compromises that Susan has to make are a part of reasons that make Susan go to her insanity. She tries to find a way of living with her husband's infidelities or with merely taking care of her children, but these bargains fail and she is unable to be happy. Susan's feeling, that her life has no meaning or point, is also a feeling of dishonor. Susan feels shame at her thoughts that all of these are pointless for her. After all, this is everything society is telling her she should have! She feels ungrateful that she isn't happy, but can't resolve that feeling. Susan is far from alone in this.As Anna Sandiou points out in her article â€Å"To Room Nineteen. What Doris Lessing Has to Say About Women†, that literature like Lessing's was part of the beginning of a feminist movement that identified problems like Susan's as not as being personal failure but on the contrary being general problems of the society. â€Å"While Susan’s madness can be explained as the result of the clash between her impulsive, complex personality and the orderliness of the Victorian Angel, it can also be seen as resulting from the conflict between her private wishes and the public expectations that were placed on her, and on women in general.† (Sandoiu)The common social problems of women are why neither one of them, Susan or Matthew, can look at any part of their marriage and say, â€Å"For the sake of this is all the rest† (253). Matthew does everything in his power to make Susan happy, asking her how her day was (â€Å"not as interesting, but that was not her fault†), and tryin g to support her because â€Å"both knew of the hidden resentment and deprivations of the woman who lived her own life†¦ and is now dependent on a husband† (254). Matthew does cheat on her, but Susan and Matthew end up agreeing that this is natural (255).All of this, however, makes Susan feel that she was being â€Å"poison[ed]† by â€Å"resentment† and that â€Å"she was a prisoner† (263). As the narrator explains, â€Å"She must tell Matthew – but what? She was filled with emotions that were utterly ridiculous, that she despised†¦ † (264). Like many women, Susan was trying her best to be happy and grateful in a situation that she emotionally hated. The symbols of poison and prison, both slow and dreadful, are used to emphasize how Susan can be suffering even as she seems good on the outside.Her entire family with a kind of surprise, which she despises, treats even those things that Susan negotiates to make herself feel better. Sh e wants a room to herself to calm down and do her own tasks, but even this idea annoys her. â€Å"Many serious conversations took place between Matthew and the children about not taking Mother for granted. Susan overheard the first†¦ and was surprised at her irritation over it. Surely she could have a room somewhere in that big house and retire into it without such a fuss being made? † (266).Susan finds herself annoyed that the process of expressing her feelings and finding a way to be little happier must be such a big deal. Her anger is represented in her guilt as â€Å"devils of exasperation† that forces her to hide in the garden (267). â€Å"Devil† is a very important symbol. Matthew explanation that â€Å".. family sometimes get on top of a woman† annoys her deeply because she does not allow herself to believe that the problem isn't the woman, it's the family(267) . Susan is unable to explain the true cause of her feelings, so she finds that they become â€Å"devils† (267).As Anna Sandiou puts it, â€Å"Susan wonders whether something is wrong with her, the term ‘wrong’ pointing to how hard she is on herself and how little she is able to accept her emotions†. Susan struggles with the guilt of perception of her personal failing. She is incapable to accept that she does not have a personal failing, that she is simply unhappy because the patriarchal society doesn't allow the happiness for women. This is what leads her to her suicide. â€Å"To Room Nineteen† clearly demonstrates the emotional weight of those â€Å"public expectations† imposed on women like Susan who just want to be good, smart, and free.â€Å"A woman who wants to be a woman in a different way than that society has prepared for her†(Sandiou) The symbol of the devil continues to be important throughout the story. When her room ultimately became a family room again, she â€Å"howled with impatience, with rage† and prayed to God to keep the devil away (267-268). She imagines the devil as â€Å"young-looking†, â€Å"energetic†, almost a sexual object (268). Her shame, her struggle, and her fight against her emotions causes her to see the devil. Moreover, in her growing suffering she realizes that â€Å"there is a danger because I’ve seen him.He is lurking in the garden and sometimes even in the house, and he wants to get into me and to take me over† (268). We may say that the idea of demonic possession is a symbol of the passions that are being repressed by the demands of Victorian patriarchal society. And the attractiveness of the devil may represent unfulfilled sexual desire and passion for having a better life, which her society is not allowed her to have. The fact that the demons are certainly the symbols of her passions becomes clear in the final scene of the story, when she begins to plan her suicide by gas.â€Å"The demons were not here. They were gone f orever, because she was buying her freedom from them. She was slipping already into the dark fructifying dream that seemed to caress her inwardly†¦ † (288). Susan's denial of her passions leads her life to be so unworthy that she can't fight against suicide anymore. A very critical symbol that is used, though it is mentioned only once, is the idea of a â€Å"shell† (279). â€Å"She was surprised no one saw through her, that she wasn't turned out of doors, as a fake. On the contrary, it seemed that the children loved her more† (279).Like a real shell, Susan's persona is actually loved more because it is never about her or her happiness, such as Matthew tries to make her happy in his own way. It is about others' happiness. The persona, the shell, is not seen through because no one wants to see through it. No one really wants to peel the shell and see the actually angry, desiring woman underneath who wants something more from her life than what she has gotten. Eventually, when Susan kills herself what has been remained – a body, a shell. Her existence as a mother and a wife was more important to others than her actual feelings or desires.She felt so much guilt and shame about her true self that she had to end her life to keep the illusion. Therefore, when she removes her shell in the final moments as she is considering suicide, she is able to free her true self and no longer has to see the demons. We may consider the shell is in part a symbol of â€Å"alienation† (Quawas, 107). As Rula Quawas explains it in her article â€Å"Lessing’s ‘To Room Nineteen: Susan’s Voyage into the Inner Space of â€Å"Elsewhere†, â€Å"Doris Lessing draws extensively on women's inner, private experiences and their departure from the unsatisfactory reality of life in an alienated and alienating society† (107).Also, she claims that Susan is a woman who † discards the various garments and social roles she ha s worn and adopted, retreats into her room and experiences her own ‘elsewhere'† (107). It seams to me that one of the great taunts of the story is that the hotel room far from her family is so important to her as â€Å"her† own room that Susan is willing to wait in a hall full of disinfectant in order just to be in there, while the room that she tried to make for herself in her house became just another part of her prison and eventually another family room.It ends up that Susan wears the â€Å"shell† and this shell is a symbol of her alienation, and her final death symbolizes, reflects the impossibility of the freedom for women in patriarchal society. In conclusion, I would like to repeat that the story is â€Å"about a failure in intelligence†. However, we have to admit that nothing is intelligent about patriarchy. Patriarchal society oppressed women, didn't treat them seriously and the most accepted roles for a woman were only a wife and a mother. No one in a patriarchal society could really tried to understand the needs of any real woman. Susan happened to be unable to live in those circumstances.All of the symbols in the story are about the transformed ideas: The ‘snake eating its own tail† becomes a symbol of infinite hopelessness instead of infinite possibility; her own passions becomes to be viewed as devils because they are socially inconvenient and can not be accepted by society; the good life that she is living becomes a shell covered her pain; her entire existence becomes to be an existence of a poisoned prisoner. The symbol of the snake eating its tail, the devils, the poison and the shell all help the reader to reinforce the fact that this pain is a deeply social one.

Free Essays on Relationship Between Mao And Red Guards

Authorities’ suppression on people under authority causes rebellions against them. In the late times of the Cultural Revolution this processes were a bit different. Mao was the leader of the Revolution; however Red Guards rebel against him at the end. When the relations between Mao and the Red Guards broke down, the Cultural Revolution started to break down at the end of the Cultural Revolution. To understand better this situation, the reasons why the relationship between Mao and Red Guards came to an end will be explained. One of the main reasons is Mao’s bad management on Red Guards that caused the break down in relations at the end of the Cultural Revolution. At the beginning of the Cultural Revolution, Mao was a hero for Red Guards, because of the fact that Mao created them. The Red Guards was formed with young people all over the country. This young population was unemployed, poor and was just looking for their basic needs. Their hero, Mao gave them a job and protected them from disappearing in this bloody revolution. Nevertheless, they became an extensive power in a short period. They started to destroy the four olds- old customs, old habits, old culture and old thinking- with the command of Mao. However they continued destroying everything wildly with considering anything. Mao could not manage this power correctly, and at least they broke off the rope that Mao was holding in his hands. Then Mao, with the help of the army, subdued the Red Guards in 1968. After that, Red Guards were confused with Mao’s behaviour. As a result, Mao’s unbalanced behaviour caused a break down between him and his favourite Red Guards (Smitha, 2001, p.5). The other main reason is Red Guard’s selfish acts which made them to think themselves as heroes. After Mao gathered young people and gave them an identity as Red Guards, they supposed that they were the only and most important force for the Cultural Revolution. They acted with no responsibi... Free Essays on Relationship Between Mao And Red Guards Free Essays on Relationship Between Mao And Red Guards Authorities’ suppression on people under authority causes rebellions against them. In the late times of the Cultural Revolution this processes were a bit different. Mao was the leader of the Revolution; however Red Guards rebel against him at the end. When the relations between Mao and the Red Guards broke down, the Cultural Revolution started to break down at the end of the Cultural Revolution. To understand better this situation, the reasons why the relationship between Mao and Red Guards came to an end will be explained. One of the main reasons is Mao’s bad management on Red Guards that caused the break down in relations at the end of the Cultural Revolution. At the beginning of the Cultural Revolution, Mao was a hero for Red Guards, because of the fact that Mao created them. The Red Guards was formed with young people all over the country. This young population was unemployed, poor and was just looking for their basic needs. Their hero, Mao gave them a job and protected them from disappearing in this bloody revolution. Nevertheless, they became an extensive power in a short period. They started to destroy the four olds- old customs, old habits, old culture and old thinking- with the command of Mao. However they continued destroying everything wildly with considering anything. Mao could not manage this power correctly, and at least they broke off the rope that Mao was holding in his hands. Then Mao, with the help of the army, subdued the Red Guards in 1968. After that, Red Guards were confused with Mao’s behaviour. As a result, Mao’s unbalanced behaviour caused a break down between him and his favourite Red Guards (Smitha, 2001, p.5). The other main reason is Red Guard’s selfish acts which made them to think themselves as heroes. After Mao gathered young people and gave them an identity as Red Guards, they supposed that they were the only and most important force for the Cultural Revolution. They acted with no responsibi...

Omnico Case Study Essay Example

Omnico Case Study Essay Example Omnico Case Study Essay Omnico Case Study Essay Omnico Inc Case Study Anne Floros Keller Graduate School Table of Contents Title Page†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 Table of Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 Statement of the Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Summary of the Facts†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3-5 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Statement of the Problem Omnico Inc is well below industry average in customer retention. Knowing that it costs more to attract new customers than it does to retain existing customers how should Omnico go about facing this challenge? Summary of the Facts Buddy Towers is an experienced member of the sales field at Omnico Inc. He has been the top salesperson 20 out of the last 35 years; therefore, he knows how to interact with the customers. He currently holds the position of sales manager and wants his employees to build relationships with their clients to strengthen their bond and retain their loyalty. However, he is very adamant that his employees are going to have to do this type of relationship selling on a golf course where not everyone feels â€Å"at ease. † A successful sales representative Laura Kilburn, who has been with the company five years backed up this sentiment by stating, (Rich, Spiro, Stanton 2008) Buddy you’re still old school. Today’s customers don’t come back to us because they’re our golfing buddy; in fact many of mine don’t even golf. Customers not re-buy from Omnico only when our products and service improve their bottom line. Follow-up is important, surebut it involves a lot more than playing stupid games with the customer. Analysis Both Towers and Kilburn have substantial arguments. However, first Towers argument of relationship selling is going to be looked at first. According to Spiro, Rich Stanton (2008) relationship selling involves trust, cooperation, commitment and information. These are very intricate concepts to get customers to â€Å"buy† into. The customer wants to believe that they’re a unique individual with their own set of wants/desires and not just someone that is going to be receiving the same sales speech as the rest of the general public. The major element in to achieving this is through open communications and building rapport with the customer. If it’s a product that’s being sold to them the salesperson has to access their needs. Why are they purchasing the product or service? Is it a situational factor? Maybe it’s someone who is selling snow plowing tools and will just need this equipment during the winter months. Maybe the customer is trying to solve a problem as in if they don’t receive â€Å"x† amount of plows by 8am Tuesday morning all city employees will have a delay in getting to work. Maybe the snow plow the company is currently using only holds 2 tons of snow, but the ones we’re selling hold 4 tons of snow. Therefore, they become more efficient and productive by having our equipment on the line. By involving that customer in the process they feel you’re specifically looking to solve their problem not just make another sale. If the customer is concerned about the cost there could be a possibility that they need to see the benefits of obtaining the service. For example, the service employee might say, â€Å"Your employees will be off the roads by 11am versus 1pm with our special plowing system enabling them to get to other tasks at hand. If you purchase them now since you’ve been a long term customer of ours I will offer you a 10% discount if paid within the first 30 days. † However, this needs to be able to have the employee empowered to make these decisions as well. In Tower’s case he wants to build the relationship by doing a round of golf. However, as Kilburn pointed out not all employees or customers are entertained with golfing. This is where it becomes imperative that employees are empowered to make this call on how/where to build this relationship with the customer. The employee could find out if there are any common interests they share and discuss business while potentially going on a morning jog, sharing a cup of coffee at a local Starbucks, getting dinner at the trendy new Thai restaurant, or just even speaking over the phone if the customer is too busy to meet in person. It is the customer that keeps the company in business so it is the employers business to keep the customer content. Finding out how much time the customer has ahead of time and preparing their presentation beforehand will lead to less objections and unnecessary follow-ups. It could be possible the customer is more business focused and doesn’t want a friend but wants to get straight into business. In this case a phone conversation might be the best bet. Recommendations It is necessary for Omnico to set an obtainable objective, for example to retain 70% or more of customers by 3rd quarter of 2012. According to Abrams (2009) these are some great examples of keeping the relationship with the customer and maintaining loyalty: * Contact top customers (list of at least 10-25) quarterly * Keep the company name out there by advertising with emails, newsletters and networking * Give current customers good deals so they don’t feel new customers are prioritized before them * Keep a database of all past and current customers to be able to contact them quickly Also, have the customers leave feedback on the website and (or) respond to surveys. This way the company could continue to build upon their strengths but also improve their weaknesses as well. Conclusion It is critical in order for Omnico to remain as a leader in the business market to implement relationship selling in their strategy. It is imperative to know the needs of the customer and ask the appropriate questions to see what their concerns/needs are and follow-up with the pertinent information necessary. If Omnico retains 70% of all current customers that only leaves 30% that they will need to attract as new customers. Abrams, R. (2009, March 25). Strategies: make customer retention priority no. 1. Retrieved from usatoday. com/money/smallbusiness/columnist/abrams/2009-05-29-customer-retention_N. htm Spiro, Rich, Stanton, R. L, G. A. , W. J. (2008). Management of a sales force. New York City, NY. : McGraw Hill.

Starbucks Retail Stores Essay Example | Topics and Well Written Essays - 3000 words - 1

Starbucks Retail Stores - Essay Example This essay stresses that social responsibility, and in particular consumer and community considerations play central role in the process of Starbucks brand positioning. It is acknowledged that Starbucks coffee shops are active members of local communities. Starbucks coffee shops are found on â€Å"the near-by corner†, being 200 in London alone. Through a consistent policy of community-directed events and wide-spread initiatives, Starbucks have continuously supported community growth and added to community satisfaction. The â€Å"Bookdrive† initiative is running for a third consecutive year where Starbucks customers donate books to local schools, nurseries or hospitals. â€Å"Timebank† is another community-targeted endeavour, involving individuals in various local activities. The â€Å"Workwise† program is targeted at employability of young people. Starbucks â€Å"ethical coffee† was initiated along with other retail shops promoting â€Å"Fairtradeà ¢â‚¬  principles. Acknowledging that Starbucks coffee shops are not merely coffee traders, but are active members of the local communities, has long-term benefits for the company in terms of brand positioning. This paper makes a conclusion that the strengths of the Starbucks brand include international know-how, advanced brand recognition, quality raw materials, premium speciality coffee products, good shop locations, personalized service, special attitude and community-oriented social policy. Still, markets and consumers are not static; therefore brand-supporting activities should be continued, and adjusted to changing market developments.

Adult Bible study on part of the Book of John Coursework

Adult Bible study on part of the Book of John - Coursework Example egan to form which identified him with  John the Apostle.  This understanding remained in place until the end of the 18th century.3 Today the majority of scholars do not believe that John or any other eyewitness wrote it, and trace it instead to a "Johannine community" which traced its traditions to John. The gospel developed over time in various stages showing signs of having been composed in three layers, reaching its final form about 90-100 AD 4 and summarized by  Raymond Brown  as follows: 5 as â€Å"Signs Gospel.†7 This hypothetical "Signs Gospel" of Christs miracles, independent of the synoptic gospels, is believed to have been circulating before the year 70 AD. Bultmanns conclusion was controversial, nevertheless, scholars such as Raymond Brown continue to consider this hypothesis, plausible. They believe the original of the "Signs Gospel"   to be by the â€Å"beloved disciple† arguing that the disciple who formed this community was a companion of Jesus Christ from John 21:24 which states that the â€Å"beloved disciple† wrote an account of the life of Jesus.   However, this disciple died unexpectedly, necessitating that a revised gospel be written (John 21:23). Paul Anderson believes, it may be that John â€Å"is the source" of the Johannine tradition but "not the final writer of the tradition."8   Scholars are no longer looking for the identity of a single writer but for numerous authors involved in the gospels development over a period of time and in several