Contex and Principles for Early Year Learning Essay

Question: An explanation of the legal status and principle of the relevant Early Years Framework and why the early year frameworks emphasise a personal and individual approach to learning and development 1. 1 The statutory framework for the EYFS sets out the legal requirements relating to learning and development and the legal requirements relating to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006. The EYFS is a central part of the ten year childcare strategy Choice for parents, the best start for children and the landmark Childcare Act 2006. This Act, which regulates the childcare in England, formalise the important strategic role local authorities play, through a set of duties. These duties require authorities to †¢ work with their NHS and Jobcentre Plus partners to improve the outcomes of all children up to five years of age and reduce inequalities between them †¢ secure sufficient childcare for working parents †¢ provide a parental information service †¢ provide information, advice and training for childcare providers. The act also lays out registration and inspection arrangements, providing for an integrated education and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2008 and the remaining provisions came into effect from September 2008. The revised, simpler framework for the EYFS was published on 27 March 2012, for implementation from 1 September 2012. This is an integral part of the Government’s wider vision for families in the foundation years. It demonstrates our commitment to freeing professionals from bureaucracy to focus on supporting children. Together with a more flexible, free early education entitlement and new streamlined inspection arrangements, this is a step towards a lighter touch regulatory regime. The Government will continue to seek to reduce burdens and remove unnecessary regulation and paperwork, which undermine professionals’ ability to protect children and promote their development. The new EYFS framework makes a number of improvements: †¢ Reducing bureaucracy for professionals, simplifying the statutory assessment of children’s development at age five. †¢ Simplifying the learning and development requirements by reducing the number of early learning goals from 69 to 17. †¢ Stronger emphasis on the three prime areas which are most essential for children’s healthy development. These three areas are: communication and language; physical; and personal, social and emotional development. †¢ For parents, a new progress check at age two on their child’s development. This links with the Healthy Child review carried out by health visitors, so that children get any additional support they need before they start school. †¢ Strengthening partnerships between professionals and parents, ensuring that the new framework uses clear language. The Early Years Register (EYR) and the General Childcare Register (GCR) provide a regulatory framework for childcare under the act. Ofsted regulates the two registers – the EYR for people caring for children aged from birth to 31 August after their fifth birthday and the GCR for childcare over this age. The GCR has two parts: the compulsory part (for providers of childcare for children aged five to seven) and a voluntary part (for providers of childcare for children aged eight and over or childcare that is exempt from registering on a compulsory basis). The EYFS has replaced three precedent frameworks: Curriculum Guidance for Foundation Stage, the Birth to Three Matters frameworks, and the National Standards for Under 8s Day-care and Childminding. The EYFS is given legal force through an Order and Regulations made under the Act. From September 2008 it will be mandatory for all schools and early years providers in Ofsted registered settings attended by young children – that is children from birth to the end of the academic year in which a child has their fifth birthday. All early years providers are required to meet the EYFS requirements. From September 2008 it is the legal responsibility of these providers to ensure that their provision meets the learning and development requirements, and complies with the welfare regulations. The Early Years Foundation Stage 2012 (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The EYFS seeks to provide: †¢ quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; †¢ a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; †¢ partnership working between practitioners and with parents and/or carers; †¢ equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover: †¢ the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings; †¢ the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the academic year in which they turn five); and †¢ assessment arrangements for measuring progress (and requirements for reporting to parents and/or carers). The safeguarding and welfare requirements cover the steps that providers must take to keep children safe and promote their welfare. Four guiding principles should shape practice in early years settings. These are: †¢ every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured; †¢ children learn to be strong and independent through positive relationships; †¢ children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and †¢ children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by: 1. setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings. 2. providing for equality of opportunity and anti-discriminatory practice and ensuring that every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability. Practitioners should focus on each child’s individual learning, development and care needs by: removing or helping to overcome barriers for children, being alert to the early signs of needs that could lead to later difficulties and responding quickly and appropriately, stretching and challenging children because all of them should have the opportunity to experience an enjoyable programme of learning and development. 3. creating the framework for partnership working between parents and professionals, and between all the settings that the child attends. Working with children means working in partnership with a lot of people, for this reason is important that practitioners ensure continuity and coherence by sharing relevant information with each other and with parents. Parents and families are central to a child’s well-being and learning’s needs. For this reason practitioners should support this important relationship by sharing information and offering support for extending learning in the home. 4. improving quality and consistency in the early years sector through a universal set of standards which apply to all settings and providing the basis for the inspection and regulation regime. 5. laying a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child, and informed by the use of ongoing observational assessment. It is important to their future success that children’ earliest experience help to build a secure foundation for learning throughout their school years and beyond. Practitioners must sensitive to the individual development of each child to ensure that activities they undertake are suitable for the stage that they have reached. Children need to be stretched, but not pushed beyond their capabilities, so that they can continue enjoy learning. Practitioners must observe assessment planning for each child’s continuing development through play-based activities, and respond quickly to children’s learning and development needs. There are a lot of important aspects on the early years’ provision in the EYFS framework. These principles are: 1. There should be a variety of provision for children under five in any locality. 2. All groups should operate in safe, healthy premises and should register with the local social services department. 3. Groups should be of manageable size and have a high adult to child ratio. 4. Groups should comply with al employment legislation and pay adequate salaries and expenses to volunteers. 5. Staff should be trained and experienced, and with volunteers and parents, should be given the opportunity to further their learning. 6. Groups should have opening times that reflect the needs of parents and children. 7. Groups should have clear policies and procedures for admission and attendance of children 8. Groups should consider children’s dietary needs to ensure that any food or drink provided is appropriate, acceptable and nutritious. In the provision of any refreshment, groups should respect individual, cultural, religious and medical requirements. 9. Groups should have appropriate and adequate insurance cover. 10. Parents are the main educators of their children and should be involved in all aspects of the group including management. 11. Groups should have sound management procedures. 12. Groups should be recognised by, and have contact with, other local providers of education and care for young children. 13. Groups should provide for children and adults with disabilities and learning difficulties including â€Å"children in need† as defined by the Children Act 1989. 14. Groups should be well organised, with carefully planned activities. 15. Groups should provide good quality educational equipment and play activities appropriate ages and stages of development. 16. The quality in any group is ultimately dependent upon the skills, attitudes and commitment of adults, and groups should build upon these. 17. There should be equal opportunities, in all aspects of the group’s work, for adults and children. All children in England between ages 5 and 16 must receive a full-time education. For children under age 5, publicly-funded nurseries and pre-schools are available for a limited number of hours each week. After the age of 16, students can attend sixth form colleges or other further education institutions. There are different types of child settings but all of them should follow The Disability Discrimination Act 1995 that sets out two main duties for childcare providers: †¢ not to treat a disabled child ‘less favourably’ †¢ to make ‘reasonable adjustments’ for disabled children Registered day nurseries Children are normally admitted from age 18 months to 3? years. They usually have fixed opening times and are usually open all day and during the school holidays to meet the needs of working parents. They may also offer before and after school childcare and holiday care for school aged children. Local authority nursery schools and nursery classes They are funded by the local authority. Children can start a nursery school or nursery class attached to a primary school from the age of three. Some nursery places are for a half-day (either a morning or an afternoon), others are for the whole school day. Pre-schools and Playgroups Pre-schools and playgroups provide care, play and learning opportunities for children aged two to five years. They usually offer half day sessions, term time only, although some may offer extended hours. Primary school Primary schools are for children aged from four or five until the age of 11. Secondary school Secondary schools are for children aged 11, until the age of 16 but often also include sixth form centres or colleges which have pupils until the age of 18. Special schools Special schools educate children or young people aged 5 and upwards almost always with statements of special educational need. Childminders Provide care, play and learning opportunities within the childminders own home. They may be able to work flexible hours and periods. Will often take or collect children from playgroup or school. Can care for a maximum of six children under 8 years of age, depending on the play space available, but no more than three under 5 years of age and not normally more than one under 12 months Question: An explanation of how national and local guidance materials are used in setting 1. 2 UK’s current provision to work with early years children has been influenced by many different theories. FRIEDRICH FROEBEL (1782-1852) Froebel founded his first kindergarten in 1840. He believed in outdoor and indoor play and invented finger play, songs and rhymes. He valued symbolic behaviour through play: this is where children understand that they can make one thing stand for – or symbolise – something else – for example, a yoghurt pot can symbolise a cup of tea. He felt that children were able to learn at their highest level through imaginative play. He was also well known for encouraging block play which he called gift – encouraging children to understand a variety of mathematical concepts and relationship through play with various wooden blocks. His theory start with the concept that humans are creative beings, for this reason true education must help children to understand their true nature as creative beings. Froebel believed that play is the engine that drives true learning. Play is not idle behaviour. It is a biological imperative to discover how things work. It is happy work, but definitely purposeful. Froebel sought to harness this impulse and focus the child’s play energy on specific activities designed to lead them to create meaning from this experience. In his opinion children can only learn what they are ready to learn. Each child is unique and develops according to their own schedule. Nothing can be more wasteful or frustrating than to try to force a child to march to a different beat. Froebel works with each child’s own rhythm but makes it purposeful and guides the child toward the group. Froebel recognized that you cannot control the child so he controlled everything else. A prepared environment provides the teacher with the proper tools and gives children the experiences that the teacher feels are most beneficial, leading the child’s mind to the subject at hand. It feels less structured or forced, but it is actually extremely efficient. After his death the idea of his child-centred kindergarten became popular in both Germany and the rest of Europe. MARIA MONTESSORI (1870-1952) Maria Montessori was a doctor in poor areas of Rome in the early twentieth century. During this time she observed children’s development and saw them as active learners. She did not believe in imaginative play but she felt that children needed to experience concepts such as shape, size and order through structured play. She also felt that, at different stages of their development, children are particularly receptive to certain area of learning and that the adult must guide them through these. Montessori believed that children would become independent learners if they worked on their own. She did not encourage sequence of exercises often using specifically designed didactic (instructional) materials. (Penny Tassoni, 368)These are materials that involve sensory experiences and are self-correcting. Montessori materials are designed to be aesthetically pleasing, yet sturdy and were developed by Maria Montessori to help children develop organization. Montessori believed that the environment should be prepared by matching the child to the corresponding didactic material. The environment should be comfortable for children (e. g., child-sized chairs that are lightweight). The environment should be homelike, so child can learn practical life issues. For example, there should be a place for children to practice proper self-help skills, such as hand washing. Since Montessori believed beauty helped with concentration, the setting is aesthetically pleasing. The â€Å"Montessori method† consists in a carefully developed set of materials which create the proper environment for children at each stage of their development. In this environment and with the guidance of trained teachers, they can develop their intellects and acquire all the skills and content of human civilization. Over sixty years of experience with children around the world proved Dr. Montessori’s theory that children can learn to read, write and calculate as easily and naturally as they learn to walk and talk. Her methods are still popular in Montessori schools around the world. The High/Scope approach The High/Scope Approach has roots in constructivist theory. Constructivists believe that we learn by mentally and physically interacting with the environment and with others. Although errors may be made during these interactions, they are considered just another part of the learning process. Although both Constructivism and the Montessori Method involve learning by doing, there are significant differences. In Montessori, for instance, the didactic, self-correcting materials are specifically designed to help prevent errors. Children learn by repetition, instead of by trial and error. The role of pretend play is also different in the two methods. In High/Scope, children’s creative exploration is encouraged, and this sometimes leads to pretend play, while in Montessori, â€Å"practical life work† that relates to the real world is stressed. Although Constructivism is a theory of learning, as opposed to a theory of teaching, High/Scope has exemplified an approach of teaching that supports Constructivist beliefs. Thus, children learn through active involvement with people, materials, events, and ideas. What Are High/Scope’s Main Components? Social †¢ One of the fundamental points in the High/Scope approach is that children are encouraged to be active in their learning through supportive adult interactions. †¢ The High/Scope approach includes times for various grouping experiences in the classroom. There are specific periods in each day for small group times, large group times, and for children to play independently in learning centres throughout the classroom. †¢ Children are encouraged to share their thinking with teachers and peers. †¢ Social interactions in the classroom community are encouraged. Teachers facilitate work on problem resolution with children as conflicts arise. †¢ When a child talks, the teachers listen and ask open-ended questions; they seek to ask questions that encourage children to express their thoughts and be creative rather than a â€Å"closed† question that would elicit more of a yes/no or simplistic answer. †¢ Each day the High/Scope teacher observes and records what the children are doing. During the year, teachers complete a High/Scope Child Observation Record from the daily observations they have collected. Curriculum †¢ â€Å"Key experiences† were designed specifically for this approach. The following is a brief summary of key experiences taken from Kostelnik, Soderman, & Whiren (1999, p. 32). The key experiences for preschool children are: -Creative representation -Classification -Language and literacy -Seriation -Initiative and social relation -Number -Movement -Space -Music -Time. †¢ â€Å"Plan-do-review† is another major component of the High/Scope framework. Children are encouraged to: 1) plan the area, materials, and methods they are going to work with; 2) do, actually carry out their plan; and 3) review, articulate with the class-room community what they actually did during work time. The review time helps children bring closure to their work and link their actual work to their plan. †¢ Cleanup time is a natural part of plan-do-review. Children are given a sense of control by cleaning up. Representative labels help children return materials to appropriate places (Roopnarine & Johnson, 1993). †¢ The High/Scope classroom has a consistent routine. The purpose of the resulting predictability is to help children understand what will happen next and encourage them to have more control in their classroom. Environmental Set-Up †¢ The High/Scope ® classroom is a materials-rich learning environment. Usually, the locations for classroom materials are labelled to help children learn organizational skills. †¢ Materials are set-up so that they are easily accessible at a child’s level. This helps facilitate children’s active exploration. †¢ Teachers set up the classroom areas purposefully for children to explore and build social relationships, often with well-defined areas for different activities. Reggio Emilia Approach Reggio Emilia is a small town of northern Italy. The approach has become so popular in the early childhood field because it offers many unique curriculum ideas, because of the strong infrastructure for the Reggio schools, and because of the attention to co-construction. What Are the Reggio Emilia Approach’s Main Components? Social †¢ Cooperation and collaboration are terms that stress the value of revisiting social learning. First, children must become members of a community that is working together (cooperation). Once there is a foundation of trust between the children and adults, constructive conflict may be helpful in gaining new insights (collaboration). †¢ Co-construction refers to the fact that the meaning of an experience often is built in a social context. †¢ An atelierista is a teacher who has a special training that supports the curriculum development of the children and other faculty members. There is an atelierista in each of the Reggio Emilia pre-primary schools. †¢ Pedagogistas are built in as part of the carefully planned support system of the Reggio Emilia schools. The word pedagogista is difficult to translate into English. They are educational consultants that strive to implement the philosophy of the system and advocate for seeing children as the competent and capable people they are. They also make critical connections between families, schools, and community. Curriculum †¢ One of the special features of the Reggio Emilia approach is called â€Å"documentation. † Documentation is a sophisticated approach to purposefully using the environment to explain the history of projects and the school community. It does not simply refer to the beautiful classroom artwork commonly found throughout schools following Reggio Emilia Approach. And, even though it often incorporates concrete examples of both the processes and products that are part of a child’s education, it is more than just that. It is a fundamental way of building connections. Documentation is discussed in more detail in the next section that describes the uniqueness of the Reggio Emilia Approach. †¢ Co-construction increases the level of knowledge being developed. This occurs when active learning happens in conjunction with working with others (e. g.having opportunities for work to be discussed, questioned, and explored). Having to explain ideas to someone else clarifies these ideas. In addition, conflicts and questions facilitate more connections and extensions. There is an opportunity to bring in different expertise. Thus, to facilitate co-construction, teachers need to â€Å"aggressively listen† and foster collaboration between all the members of the community whenever possible. Real learning takes place when they check, evaluate, and then possibly add to each other’s work. †¢ Long-term projects are studies that encompass the explorations of teachers and children. †¢ Flowcharts are an organized system of recording curriculum planning and assessment based on ongoing collaboration and careful review. †¢ Portfolios are a collection of a child’s work that demonstrates the child’s efforts, progress, and achievements over time. Environmental Set-Up †¢ In Reggio Emilia, the environment is similar to that found in Montessori schools. However, the environmental set-up as a â€Å"third teacher† has been enhanced and extended in the Reggio Emilia approach. †¢ Like Montessori, it is believed beauty helps with concentration; the setting is aesthetically pleasing. †¢ Reggio Emilia schools create homelike environments. In Reggio, the homelike atmosphere is designed to help make children feel comfortable and learn practical life issues. †¢ Each child is provided a place to keep her own belongings. †¢ Documentation is a major part of the environmental set-up. Documentation illustrates both the process and the product. In documentation, the child is seen as an individual but also in relation to a group, with various possibilities for the individual. Question: An explanation of how different approaches to work with children in early years have affected current provision. 1. 3 Early years frameworks emphasize a personal and individual approach to learning and development because every child is unique and they develop and learn in different ways and at different rates, for this reason all areas of learning and development are equally important and inter-connected. Another reason is that experiences during the early years strongly influence a child’s future development. This means that the care and education that babies and young children receive to support their growth, development and learning must be of high quality and appropriate to their individual needs. Therefore, all practitioners should look carefully at the children in their care, consider their needs, their interests, and their stage of development and use all this information to help plan a challenging and enjoyable experience across all the areas of learning and development. In fact EYFS’s aim is to reflect the rich and personalised experience that many parents give their children at home. Like parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs. Question: An explanation of the Partnership model of working with carers 3. 1 Working with children means have a lot of responsibilities and one of the main ones is to have a positive partnership within the child setting’s staff and parents/carers. For this reason every child setting has its own policy to regulate relations between carers and carers and families. Positive partnership calls for: †¢ mutual respect and trust †¢ a recognition of equality between parents and professionals †¢ awareness of cultural and ethnic diversity †¢ partners to share information and skills. This means that good communication is essential to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services. It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. †¢ an acknowledgement and sharing of feelings †¢ all parties to play a role in the decision making process. Question: A review of the Potential barriers to participation for carers, and an explanations of how these barriers may be overcome 3. 2 Barriers to partnership working There are many potential barriers to establishing a working partnership with parents, which can apply to both parties. Here are some of them: Time and availability. †¢ Finding a mutually convenient time and venue to meet †¢ Other demands from family and work †¢ Access and transport for some parents Language, culture and religion Cultural and/or religious attitudes towards disability †¢ Language barriers (there are no words for Down’s syndrome in Punjabi or Urdu) †¢ What is culturally acceptable Parents own education †¢ Negative feelings towards school and authority †¢ Feelings of inadequacy †¢ Fear of being judged Communication †¢ Poor communication channels (e. g. through the child only) †¢ Poor information sharing (what does go on in school? ) †¢ Automatic use of jargon. †¢ Shyness †¢ Lack of confidence School and staff †¢ Personal relationships between teacher and parent †¢ Limited facilities for meeting with parents †¢ Lack of empathy with the role of parent †¢ Lack of staff skills and confidence †¢ Access to relevant information †¢ An unwelcoming environment Parent and school †¢ Who to talk to? †¢ Lack of acceptance or awareness of child’s difficulties †¢ The value placed on education †¢ Young people not wanting parents involved †¢ Lack of information around transition periods (from one school to the next) †¢ Disinterest/lack of clear responsibility. †¢ Lack of consensus between parents Previous experience †¢ Negative previous experience †¢ Feelings of being judged †¢ Lack of action or follow up †¢ Being patronised Some ideas for overcoming barriers Communication †¢ Use regular newsletters to improve information flow †¢ Have a central information point e. g. regularly updated notice board †¢ Have a central contact point †¢ Exploit technology – web sites, email, blogs, text messaging †¢ Provide up to date information and a jargon buster. Create regular meeting slots †¢ Create opportunities for informal as well as formal contact e.g. parents assemblies, social events †¢ Collect parents views e. g. suggestion box, parent forum, parents’ spokesperson †¢ Involve parents in school activities †¢ Use home/school books and diaries †¢ Use email or phone if there is sensitivity about keeping a written record School and staff †¢ Develop staff skills in communication and listening †¢ Increase availability of staff and head teacher e. g. regular meeting slots, surgery times for 1-1 meetings †¢ Improve the range of activities in which parents can participate †¢ Make direct personal contact with parents †¢ Provide creche.

Intelligence Led-Policing Essay

The police institution has undergone major changes aimed at rebuilding its public. These changes date back to aggressive cops to the modern day police whose are guided by the rule of law (Ratcliffe, 2003, p 3). Introduced in the late 20th century, community policing focused on restoration of police legitimacy through community participation. It aimed at re-connecting the police institution to the public (Ratcliffe, 2003, p 4). Various researches indicate that it failed to provide measurable results. Consequently other models including problem oriented policing, Compstat and most recently, intelligence based policing (ILP) have emerged. Problem oriented policing involves use of statistical trends in identification of areas of interest. Compstat on the other hand focuses on empowerment of middle level officers to rapidly respond to crime. Basically it involves crime mapping, viewing and discussion. The most recent, ILP is an initiative at making the police smarter. It is founded on the use of criminal intelligence by the police in fighting crime (Ratcliffe, 2003, p 6). Emerging as a rare and unique initiative that attempts at understanding criminal environments and thus predict its occurrence and trends, the initiative is increasingly gaining popularity. Unlike the other models, ILP does not favor the popular reactive and investigate approaches in fighting crime but rather focuses on early identification hence prevention (Ratcliffe, 2003, p 6). It ensures that police actions are based on intelligence rather than intuition. ILP emerges as an alternative in organizational restructuring towards crime eradication. It is a result of changing crime faces and the transnational crime emergence alongside globalization, electronic financial transactions and internet in addition to police demand gap and failures of the existing policing models (Ratcliffe, 2003, p 6). The major similarity of this model to the previous models is the cause. Each aims to reduce crime marginal through either prevention or reactionary techniques. However, the approaches the take differ enormously. While the earlier models focused on either reacting to crime or cause identification, this model focuses on understanding the crime and the criminal mind as the basis for criminal fight.

Case study on tata nano

Sunsilk was introduced in 1989 in Pakistan with three variants related to hair types. Endorsement of a hair stylist was the first step in building the image of the brand as a hair care expert. With the competition from local and multinational companies due to rationalization of excise duties, Sunsilk has not been able to gain the desired share in the market. To strengthen the brand, LBPL decided to re-launch Sunsilk with a premium range consisting of four variants in January 2000. In 2001, due to the constant research of their affiliated hair care institutes, the need of a shampoo for oily hair was observed and they launched a new variant of Sunsilk having citrus extracts. 1. 2 Background: LBPL, the largest consumer goods producing company in Pakistan, was incorporated here in 1948 and started building their factory at Rahim Yar Khan. This factory was inaugurated formally in 1951 by the then Governor General of Pakistan. LBPL moved into the personal care product business in 1981. It has gained a major market share due to the introduction of quality brands likeSunsilk, Lifebuoy, Lux and Fair Lovely. Lever Brothers was the recipient of Management Association of Pakistan (MAP) and Karachi Stock Exchange awards in recognition of its performance. For the purpose of MAP award, it was judged the best among the companies that have performed well in the areas of Financial Discipline, Management practices such as Risk Management, Corporate Governance, Social Responsibility and Research Development. Lever Brothers is committed to investment and modern production facilities thereby contributing to economic growth and employment opportunities. 1. 3 Statement of Problem: Their main target market is females between the ages group 16-40 belonging to the two upper income classes. But in their promotional activities, they cover the whole market irrespective of these classes. Competitors’ Review: The major competitor of Sunsilk in the rural areas is Bio Amla while in the urban areas, Sunsilk faces cutthroat competition with PG. The main advantage of Bio Amla is its Herbal composition and low price, which attract the rural market, but in terms of quality, they are far behind Sunsilk. In urban areas, Sunsilk is acting as a market challenger against PG. Sunsilk has got the advantage of keeping their prices lower than PG shampoos but PG has captured a bigger share of the market due to its intense promotional activities. 1. 4 Objectives of the study: 1. To carry out the review of literature on brand, brand awareness and consumer behavior. 2. To study the socio economic characteristics of women consumers in Bangalore. 3. To identify the factors influencing brand awareness of Sunsilk shampoo. 4. To identify and interpret the factors involved in quality and benefits offered in the shampoo product. 5. To know the impact of brand awareness in sales improvement of the shampoo product. 1. 5 Research Methodology: Literature survey has been carried out using research journals, books and websites. Socio economic stratum of women consumers have been identified using socio economic classification grid during personal interview at individual households. Factors influencing brand awareness of shampoo products have been analyzed with the data collected from questionnaire. Comparative study has been carried out based on advertisement awareness with the competitor. Pareto analyses have been used to identify the major quality problems in the shampoo product. 1. 6 Company Objectives: Neither our own nor our major competitors’ objectives are simple or obvious. There are many choices between short term and long-term profit, between growth and cash flow, between growth in assets and growth in earnings, between proportions of earnings paid to share holders as dividends or reinvested. It is reasonable to assume that these different objectives of different competitors predetermine some of their strategies and tactical behavior. Assess the concept of product acceptability, credibility and perceived benefits. Examine consumer’s assessment of the product, in terms of product performance and related benefits. Explore consumers’ reaction towards packaging. Understand consumers’ perception of quality advertisement in terms of its impact. 2. Chapter II 2. 1 Mission Statement: The New Sunsilk Shampoo aims at fulfilling the needs of its target market by offering a high quality, assessment of the concept in terms of its acceptability, credibility and perceived benefits, that it offers a healthy choice shampoo alternative to the targeted consumer. The theme of the product shall be anchored around the motto: â€Å"Softness, shine and manageability of Hair† Figure 1 2. 2 Packaging: The packaging design for the New Sunsilk range is extremely exciting and has been developed by Brown Inc. UK. The packaging makes the brand look expert and modern. This packaging makes the brand look more contemporary and hi-tech. It ensures more emphasis on the variants that have already been a part of the product but never been communicated to the customer that well. This new packaging has clearly identified that there is a separate product for each hair type. Currently, the range consists of: Yellow Sunsilk with Bio Proteins from Vegetable Extracts: Normal hair needs wholesome nourishment. New Sunsilk with Bio Protein extracted from Vegetable milk has nutrients that deeply penetrate each hair strand, to nourish it leaving hair strong and beautiful. Black Sunsilk with Melanin from Plant Extracts: Dull hair needs a rich black shine. New sunsilk with Melanin extracted from plants serves this purpose very effectively. It helps in the growth and retention of the black color of hair, giving it a rich black shine. . Green Sunsilk with Fruitamins Vitamins from fruit Extracts: Thin and limp hair needs extra body and volume. New sunsilk with Fruitamins has natural extracts from fruit that contains Vitamins. These vitamins help in giving extra body, shine and amazing manageability to the thinning and lifeless hair. Pink Sunsilk with essential Oils from Flower Extracts: Dry hair needs wholesome conditioning, extra shine and styleability. New Sunsilk with essential oils makes the dry hair full of life. Its especial ingredients moisturize each hair right to its tips leaving it shiny and beautiful. Orange Sunsilk with active nutrients from Citrus Extracts: The advanced formula of orange Sunsilk is the result of the latest research. This shampoo is especially designed for oily hair type that looks flat and greasy due to the excess of moisture. New sunsilk with active ingredients from citrus extracts cleans the excess oil off hair while its nutrients deeply penetrate each hair strand to nourish it. Customer Review of Product Usage Figure 2 2. 3 Pricing Objectives: Lever claims to practice value-based pricing in which the customers’ perception of the product’s price provides a starting point for developing the marketing mix of the product. The research department determines this price usually by using focus groups. The price of RS 3 for Sunsilk shampoo sachets shows how the price also reflects a concern to make the purchase more convenient, since the rupee is dominated in this value. The primary importance of this value-based pricing is that the product demand will be much higher if its price is in line with the customer’s perception of its value. One crucial concern for value-based pricing is strict management of cost in order to be able to make a profit at the value-based price. After the initial price is determined, Lever then uses target costing in order to achieve the required profits. With the marketing plan now being termed as ‘Annual Contract’ the importance of meeting the profit margin requirements has increased. Target costing thus provides an essential tool to manage cost effectively. The characteristic of monopolistic competition typifying the market sets the threshold for pricing. This market consists of many buyers and sellers trading over a range of prices. The key element is differentiation, which allows the seller to gain market share in contrast to competitors. Given this market condition, Lever differentiates its products and also sells them in different price ranges to cover at least a large portion of the market. Also this makes Lever more sensitive to price changes of competitors’ products. Last year PG revised their prices which has increased the prices of their shampoos considerably but Sunsilk has maintained its prices and their prices are much lower than PGs’, which is a major blow to PG because being a poor country people go for products which are within the range of Rs. 100. Figure 3 2. 4 Promotion objectives: Build top of the line consumers’ awareness. Creating a personality of the brand. Besides having these general objectives, the advertising objectives are set avoiding to the advertising strategy for each product, e. g. Sunsilk advertising objectives since it was being re-launched were: To increase the usage. Conditioning benefits. Makes the hair appear clean and shiny. Imparts a feeling of freshness-due to fragrance. Easy to manage, silky, soft hair. Unique shampoo for every hair type. Effectively communicate brand promise. 2. 5 Advertisement objectives: The advertisement of a product should follow the smile approach that is: S Simple M Memorable I Interesting with relevant information L Linked to the brand E Emotionally involved and liked. The advertisement should be in line with the past ad (if any). The ad should have a good advertising idea. Advertising should meet the brief Message clearly communicated Advertising should fit the brands personality An add is usually changed after 18 months TARP(Target Audience Rating Points) 2. 6 Advertising strategy: A product’s particular advertising strategy also depends on the level of competition involved with each product. For example shampoo ads previously used to provide emotional benefits but when PG entered the shampoo market with it’s shampoo Pantene, it revamped the whole situation, Pantene ads promoted the shampoo’s functional benefits, which greatly appealed the consumers. Levers seeing this trend changed its advertising strategy for Sunsilk so that Sunsilk advertisements also promoted the shampoo’s functional benefits. Thus Lever evaluates the product’s present position in the market, the promotion objectives it wants to achieve and the level of competition involved while setting the advertising strategy for a product. Elida Hair Institute does a lot of research and they come up with innovation in the product. Elida provides credibility that Sunsilk is not locally made but it is based on a lot of research by internationally accredited institutions. Lever believes that messages about product delivered by credible sources can be very persuasive. Hence Nabila who is an hair care expert endorses Sunsilk and more value is added to the brand. Consumers relate to products itself, they can relate to a human being who consumers believe is an expert so if Nabila is an expert so is Sunsilk. Nabila a recognised and highly qualified hair stylist is used by Sunsilk in its ads because they want to bring out an expert’s image. Sunsilk has come up with a new promotional campaign GOOD HAIR DAYS in six major cities in collaboration with famous hair stylists of the country. 2. 7 Advertising Evaluation: Lever also carriers out on extensive evaluation process. Target audience rating points are used to evaluate a product. Households are monitored in various cites to get consumers response and feedback. R-Lintas carriers out in own evaluation proceeds for its advertisement. Weekly figures are presented by research department. Regarding sales which have been carried out by extensive surveys. Products manager themselves have to visit the Consumers’ View of Sunsilk Advertisements Figure 4 2. 8 Distribution Objective: â€Å"To reach as many towns and villages as we can† Lever has 150 distributors whose function is to sell to wholesalers directly. There are different distributors for different areas. They are carefully selected and their performance is constantly evaluated. They appear extremely satisfied with their channel systems and have a good rapport with them. We feel that this is essential since these are not too many levels, thereby preventing channel complexity and allowing Lever greater control. Lever’s statements were verified by our consumer survey, which revealed that the retailers were very satisfied with Lever’s distribution system, which allowed well-stocked shelves. This is an added advantage, since the consumers undergo habitual buying behavior. Sunsilk has a very good distribution network all over the country. They have struggled hard to adopt such channels that guarantee the perfect results regarding the placement of their product. These distributors are given clear instructions regarding the selection of the retailer and to make sure that the retailer; Knows about the significant characteristics of the product. Places the product along with its major competitors like PG. Displays the sachets distinctly. They give off and on offers as trade promotion incentives to their distributors. The distributors contribute to the promotion of Sunsilk by word of mouth. 2. 8. 1 Strengths Lever Brothers Pakistan Limited is one of the largest organizations in Pakistan. Company has advanced technology and well skilled professionals. The New Sunsilk Shampoo is a high quality product in terms of hair protection. The target market is educated, professionals and belongs to premium and middle class. Company totally owned, systematic distribution network, transparent communication system. Participative management style Very good distribution network all over Pakistan, in all major and small cities. 2. 8. 2 Weaknesses: Competitor has strong promotional activities. Imported brands also available in the market. Customers are offered better alternatives by the competition. 2. 8. 3 Opportunities: Population expanding at a rapid rate. Consumers are becoming more quality conscious Current capacity utilization is 80%, which can be further broadened with the increase in demand. Customer base is increasing with effective marketing. Baby shampoo is another area where Lever Brothers can make huge gains. Shampoo plus conditioner and anti-dandruff shampoos are another area where lever brothers can earn huge profits. Rural areas are a large prospective market where they can introduce Sunsilk. 2. 8. 4 Threats: Political and Economic factors. Partial Government policies. High rate of competition. Local and Foreign competition. Smuggling via Afghan Trade Transit is one of the big hurdles faced by Sunsilk. Supplies from Indonesia and Thailand is another important issue. 3. Chapter III 3. 1 Summary: This marketing plan forms the basis of the introduction of an innovative and unique productby Sunsilk. The analysis allows us to the best strategies to help our product be successfulwith the internal and external environments which we have analyzed at our bestunderstanding. Sunsilk Hair Colour Shampoo will be marketed as a unique and convenientproduct for consumers who need and want to colour their hair. And we would like tomaintain the company’s status as the 2nd brand leader in hair care industry in Pakistan. Themarketing strategies will enable us to reach the target sale ofRs 50 million by end of first year and also bring awareness to the consumers in the sixmonths about the new product, and reach at least 80% consumers in Pakistan. The hair colourindustry is currently in the growth stage and the number of people who wish to colour theirhair is growing day by day. Customer have been introduced by hair colouring products andthere is a existing industry for colour in Pakistan, but Sunsilk Hair colour Shampoo is a newinnovative product which is convenient for consumers to use and also less harmful then otherproducts available. IntroductionThis plan has been prepared as an assignment for Marketing Strategies and Operations classat London Business School of Finance. The plan will provide background information aboutthe current environment in which Hair colour products are operating in Pakistan. It will alsodiscuss the present state of hair colour products in general, which will include information onthe company and its interest in extending product range in Pakistan, and give a broader ideaof how the brand will be introduced and marketed in the current environment. Company BackgroundSunsilk is a product of United Kingdom, which was launched in 1954. Sunsilk wasintroduced by Unilever (LBPL), who are the largest consumer goods producing company inPakistan, especially in personal care products. Unilever was found in 1930 by AntoniusJohannes Jurgens and William Hulme Lever. It was incorporated here in 1948 at Rahim YarKhan. Sunsilk was introduced in 1989 in Pakistan with three different types of shampoos fordifferent hair texture. Getting Support from hair stylist was the first step in constructing theimage of the brand as a hair care expert. In beginning of introduction of Sunsilk brand, it wasbeing raided by other competitors, in which, sunsilk was not able to gain the desired share inthe market 3. 2 CONCLUSION The survey helped in understanding the consumer perception on brand awareness and position of product in the market. It was observed that consumer’s expectations were, Quality, benefits offered and packaging of shampoo product. Based on the results obtained, integrated marketing communication was suggested, as a result an improvement of 8% to 12. 6% was observed in target population. Lagging quality Attributes have been identified for the improvement of sales by 45. 39%. Suggestions towards improving brand awareness through quality attributes have been made. 3. 3 Recommendations: Lever, Pakistan realizes the huge potential of the rural markets, i. e. 72% of the total population, but has not yet developed a successful strategy to penetrate this market. The success of Levers Hindustan should be emulated, which has successfully captured the rural market by two key strategies; firstly, by developing a strong distribution infrastructure and secondly, by adapting the packaging and pricing to this market. Lever should increase the buying of raw materials from local markets so that it does not have to suffer excessively from devaluation and continuous increase in tariff rates. This would also negate the adverse affect on sales volume due to smuggled foreign product. Lever should introduce a smaller (100 ml) pack of Sunsilk shampoo in order to capture the lower income segment. Lever should enter into WEB Marketing. The Legacy Soccer Foundation sponsored mainly by Levers, should be emulated by Levers Pakistan in the area of cricket since it is the most popular sport in Pakistan. Levers could also provide consumers with a hot line number where they can call in to complain or to ask specific questions about Lever’s products. These hot line numbers can also advise consumers about their hair type and other hair related queries. Such a strategy would highlight Levers concern for the public as well as helping it to gain market share. They should increase the frequency of their advertisements on electronic and print media. They should introduce 2 in 1 composition, i. e. shampoo plus conditioner which is the demand of a huge potential market.

PATHOLOGY & BIOCHEMISTRY MODEL DEGREE EXAM QUESTIONS Coursework

PATHOLOGY & BIOCHEMISTRY MODEL DEGREE EXAM QUESTIONS - Coursework Example (write about 250 words) The identifying characteristic of malignant neoplasms, with nomenclature of either carcinoma or sarcoma in their suffixes, is that they have ill-defined borders, and are able to infiltrate surrounding tissues and metastasize to other tissues of the body. Malignant tumors are also more prone to necrosis and hemorrhage, as compared to benign ones, growth named with an –oma attached at the end. As such, surgical treatment alone is not enough in treating the disease. Adjunct therapy may include radiation and chemotherapy. In contrast, benign neoplasms can be resolved through surgery because they are encapsulated and their growth is limited within the tissue of origin. Given these reasons, the prognosis of patients with malignant neoplasms is poorer than those with benign growths. Microscopic differences are also present. Malignant neoplasms are composed of cells with a higher mitotic activity compared to benign neoplasms. Thus, malignant tumors are typically larger than benign one s. They also look different from benign cells, which look like normal, differentiated cells, because they are undifferentiated and anaplastic, their nuclei are big and hyperchromatic and their shapes are irregular. The malignant cells of a tumor also vary in size and shape, as opposed to cells of a benign tumor which are isomorphic. Malignant cells also lose their polarity, resulting to disorganized growth. Benign tumor cells still have their polarity intact, thus they are still capable of organized growth. Cell derangement is not just limited to structure , but also to function. Malignant cells have an altered function already, as opposed to benign tumors that retain the function of the tissue of origin. Q2. Write about the sequence of events and processes of the pathogenesis of a typical carcinoma. You may use the flow diagram below as a guide: (write about 200 words) EVENTS AND PROCESSES IN THE DEVELOPMENT OF DUCTAL CARCINOMA IN BREASTS NORMAL Nonproliferative PROLIFERATIVE CHANG ES Caused by loss of growth inhibitory signals, increase in pro-growth signals, or decreased apoptosis DNA INSTABILITY AND ATYPICAL HYPERPLASIA Nuclear enlargement, irregularity and hyperchromasia as cells continue to proliferate HIGH GRADE DUCTAL CARCINOMA IN SITU Solid sheets of pleomorphic cells with hyperchromatism and necrosis Abrogation of the basement membrane, angiogenesis, stromal invasion HIGH GRADE INVASIVE CARCINOMA Cell mass with ill-defined borders A stepwise process is needed in the

Economics Bachelor Essay Example | Topics and Well Written Essays - 1250 words

Economics Bachelor - Essay Example Before this incident, Japan has been trying to position itself as a global leader of environmental peace-maker rhetorically. But if Japan's own contribution to its domestic environmental impacts, we find out that there are at least five categories or key areas where Japan excels with a lot of scopes to be desired for in the context of environmental green peace. These five major areas are the promotion of high technology, deforestation, foreign direct investment, official development assistance and over-fishing. In the context of over-fishing the prime concern of the world right now is the problem of whaling. In Eco Pre Meeting, Issue 1, it has been reported that the Japanese government has thrown down the gauntlet to the IWC by proposing to expand its so-called "scientific" whaling. Next in line for slaughter are sperm whales, the huge and endangered species immortalized by Melville in Moby Dick, and Bryde's whales. This is on top of the more 500 mink whales they kill annually. Although commercial whaling was banned by the Commission in 1986, Japan has killed mink whales in the Antarctic since 1987 and in the North Pacific since 1994. Under a loophole in the IWC Convention, countries need only inform the Commission of their plans to kill whales for scientific purposes. The IWC Scientific Committee has regularly declared that Japan's proposed research provides little or no information that would contribute to the proper management of whale populations. And the full Commission has repeatedly urged Japan to refrain from granting themselves research permits for such whaling. Nevertheless, Japan has continued to kill whales and sell the meat commercially. Yet the killing goes on. More recently, (May 11, 2006) Japan announced that "Japan has announced a new marketing push for its most unwanted export: whale meat. A new company, with a sales target of 1000 tonnes per year, started works a few days ago. But finding someone, anyone, to buy it will be a challenge. Domestic demand is at a historic low. Japan's stockpile of frozen whale meat was a record 4800 tones last August, unofficial reports say. And that was before the most recent season when more than 850 mink whales, each weighing about 10 tones, were caught in the Southern Ocean. The decision by Japan's whale research body, the Institute of Cetacean Research, to set up a company to find new markets comes a month after the country's second-largest seafood company, Nissui, said that it would abandon its whale meat canning business." (Cameron, 3) But despite all these Japan keeps on the trade of whale killing under disguise of scientific operations. Japan says that it does not have a commercial whaling program and that what is sold at Tokyo's famous fish market is a sensible use of the byproduct of scientific research into whale biology and migration. Opponents say that killing whales for research is unnecessary and that Japan is using a loophole to circumvent a 1986 moratorium on commercial whaling. (Cameron, 3) A lot of organizations from all over the world from countries like Canada and Australia are working vigorously to put an end to this trade by boycotting Japanese product and Japanese companies like Mitsubishi. Japan continues to kill whales under the name of "research". However, it is not really research. Half the whale meat sold

Personal Philosophy of Education Essay Example | Topics and Well Written Essays - 750 words

Personal Philosophy of Education - Essay Example The paper herein thus offers an insightful discussion about principal values in a personal philosophy of education that is founded on a Christian view. In this personal philosophy of education, the fundamental principles are the pillars that give a comprehensive explanation to it. The principles make the philosophy from a Christian worldview with an intrinsic rationalization based on Christian values, virtues and ways (Valmyr, 2009). Education in the simplest explanation is the acquisition of knowledge. However, in Christianity, ultimate knowledge and truth is found in the word of God. As explained in the book of Hebrews, ultimate knowledge and truth became universal truth and absolute and hence it became flesh among believers. Thus, the Bible is the authoritative source for all instruction and truth even though it might not give adequate knowledge about every earthly subject that is taught in our schools. However, the Bible stands as the framework of all inquiries since it provides guidelines and principles for all our aspects of lives including educational and intellectual lives. The Bible thus shows how some subjects such as arts, science, and mathematics fit the world that the Almighty God created. The Bible allows us to understand that nature reflects Gods character. Thus, as Christian educators, we must nurture a culture of reading the Bible in students for them to understand and discover the Almighty God since most of the knowledge about Him is found in that Holy book. Christian educators understand that learning is dependent on a belief system or faith. The beliefs that we harbor are critical in influencing the manner in which we absorb knowledge and interpret it. Thus, it is imperative for Christian educators to examine any fathomable worldview according to the word in the biblical scriptures so that our educational and worldview foundation is in Gods revelation and not cultural prejudices. Our students must also be taught the same

Leadership diary 6 Assignment Example | Topics and Well Written Essays - 250 words

Leadership diary 6 - Assignment Example Take an instance of a family; it is the role of my father to ensure that the family is well taken care of. Among others, he has to ensure that the family is healthy. In addition, he has to provide for the family. Despite the fact that my mother assists in this role, I must say that as the head of the family, my father does a pretty good job. He is also responsible for ensuring that, we, as his children have access to quality education. This is also an area that he has been able to tackle very well. In as much as it is it is a requirement by the government I still feel that he is able to manage this role just fine. With all said and done, he is also a role model for the whole family. The president also serves a similar task as a father only that this time it is at the national level. At this level, some roles of leadership like role modelling may not be possible (Kouzes, and Barry 32). In addition, we don’t get to interact with the president on a day to day basis. I consider president Obama to be a good leader in so many aspects. Taking a look at his historical achievements, Obama has among others been able to bring an end to Al Qaeda through the killing of Osama bin Laden as well as Libya’s dictatorship. This can be considered to be great achievements by the

Should the US build more nuclear power plants for an energy source Essay

Should the US build more nuclear power plants for an energy source - Essay Example Furthermore, safe ways for the disposal of nuclear waste should be devised so that no harm can be brought to people who come into contact with it and to the environment. Since the construction of more nuclear power plants depends on the goodwill of all the political groups involved, then it is advisable for all these parties to come to a consensus on how to best deal with the issue (Sains, 2001). The nuclear plants should be constructed and while this is being done, all the safety concerns of those who are skeptical about it should be addressed to ensure that all the parties are working together to create a safe and efficient source of energy. There are many advantages for the use of nuclear energy in the United States and these may be political, economic, and environmental among others. There are many economic benefits for the construction of nuclear power plants in the United States as a source of energy. One of these benefits is that very small amounts of raw materials are require d for the production of a large amount of nuclear energy (Cavallaro, 2010). Moreover, since these raw materials are required in such small quantities, they can be easily transported from one place to another even globally. The operation of nuclear power stations at their full capacity will ensure that cheap electricity is available in the market and that more people will be able to afford it. Nuclear power is a reliable source of energy because the average lifespan of a nuclear reactor is forty years and this lifespan can be extended by another twenty years (Weeks, 2006). Although the initial cost of constructing a nuclear plant is high, the cost of running it afterwards is relatively low and this makes it a very good investment. Nuclear power is very environmentally friendly because no harmful emissions are released into the environment during the process of producing energy, as compared to other sources of energy such as fossil fuels. Nuclear plants require very little space to co nstruct and because of this it has very little impact on the environment. It can be used to produce large amounts of energy at very little environmental cost compared to other sources of energy because nothing needs to be burned in order to produce energy (Clemmitt, 2010). Throughout the nuclear fuel cycle, all the byproducts produced are accounted for and it is carefully stored to ensure that there are no adverse impacts on the environment. It has been said of nuclear energy that since the beginning of the industrial revolution, it is the only industry which has managed to account for all of its waste that has a potential to harm the environment. The use of nuclear energy may also have a political impact on the United States especially at the international level. In the recent decades, the United States has, on numerous occasions, had to go to war in other countries to secure its energy interests. A very good example of this has been the First and the Second Gulf Wars whose main pu rpose was to secure the supply of oil. The use of nuclear energy would greatly reduce the dependence of the United States on foreign sources of energy because it would have more than enough for its domestic needs and it would even be able to export some of the surplus electricity to neighboring countries. Furthermore,

How can management make nurses feel they are respected and needed when Research Paper

How can management make nurses feel they are respected and needed when money is managements main concern - Research Paper Example Some will be more interested in having their opinion considered, or may want their input to be included more in the running of things. A promotion or promise of more time off to spend with families also shows them that their interests are held valuable (IOM, 2010). Nurses are human, and they all display the human need to feel and be treated special. They need to be shown that their contribution to society is valued and appreciated (Graban, 2009). The management can appreciate nurses in non monetary ways that will motivate them. A study revealed that nurses feel like the martyrs in their organizations (IOM, 2010). They are always the last group to be furnished with information, the first to have a reduction of their training days and yet expected to be available always to ensure new initiatives work smoothly with minimal disturbance to patients’ safety and experience (IOM, 2010). Management can appreciate them by ensuring they get timely information alongside other healthcare workers, and scheduling enough time for their training for them to gain confidence. Nurses should not always be the group to take instructions, but need to be allowed to speak for themselves to management. A listening management encourages nurses to build their self worth, which works well to make them feel useful and appreciated (IOM, 2010). Most nurses do not speak out their monetary grievances in fear of losing their jobs (Kotter, 1996). Management should be liberal and allow them to speak. No one should be bullied or removed from the job for speaking for themselves or group in general. Another reason nurses do not speak out is because most of the time they will not be listened to, or no action will be taken (Graban, 2009). The management simply ignores their grievances. The Unions, hospital management and governing body need to act swiftly on complaints raised by nurses to give them an assurance that their presence is acknowledged even during

The independent variable Essay Example for Free

The independent variable Essay Learning is a relatively permanent change in behavior or in behavioral potentiality that results from experience and cannot be attributed to temporary body states such as those induced by illness, fatigue, or drugs. (Hergenhahn Olson, 2005, pg 8) Learning can occur from experience, classical conditioning or operant conditioning. (Hergenhahn Olson, 2005) Aristotle theorized through his laws of association that information can be recalled through contiguity, similarity or contrast. (Hergenhahn Olson, 2005) Using the frontal lobes of our brain the information can be manipulated to form ideas or thoughts both directly or abstractly from the knowledge that is stored in longterm memory. Learning is studied by the potential change or observable change in behavior. Studying the change in behavior provides researchers with an observable, measureable subject matter that is necessary in behavioral science. (Hergenhahn Olson, 2005) The behavior is studied by identifying the variables. The relationship between the stimuli and the responses is the theoretical process called the intervening variable. (Hergenhahn Olson, 2005) The dependent variable is the behavior. (Hergenhahn Olson, 2005) The independent variable is what causes the change in behavior. (Hergenhahn Olson, 2005) The complexity of human thought behavior makes it difficult to study learning. Because of this most learning studies are performed on animals. (Hergenhahn Olson, 2005) One exception would be Ebbinghaus who studied the relationship between learning irrelevant information like nonsense syllables and relevant information like Byrons Don Juan. (Hergenhahn Olson, 2005) Ebbinghaus studied himself and methodically recorded the amount of times it took to master nonsense syllables and syllables that were familiar to theorize the associative process in learning. (Hergenhahn Olson, 2005) Psychologists like Skinner and Pavlov used animals to study the learning process. Pavlov studied learning in dogs through classical conditioning. Classical conditioning is where a conditioned response is used to cause a change in behavior. Pavlov documented a dogs unconditioned response to food which is an unconditioned stimulus. Dogs have a predisposition naturally to start salivating when food is introduced. This condition is innate and similar to  a persons reflex of pulling his or her hand away from a hot stove. Pavlov also showed that a condition stimulus like the sound of a bell alone will not cause a dog to salivate. Pavlov added a conditioned stimulus, the sound of a bell, to the unconditioned stimulus of introducing food. After repeating the conditioned stimulus several times the dogs learned that when the bell sounded that food was going to follow so the dogs would start salivating as soon as they heard the sound of the bell even if no food was presented. (Willingham, 2007)Skinner studied learning through operant conditioning. Operant conditioning is different than classical conditioning because a choice is involved. The dogs did not have a choice but to salivate to the sound of the bell, but in operant conditioning a person would make a choice such as not eat fish if it has made them sick on a prior experience. Skinner used a skinner box made of Plexiglas with a grid floor that can be electrified and a lever that can be pressed that will deliver food to the animal, usually a rat, inside the box. (Hergenhahn Olson, 2005) The box was used to test escape conditioning or avoidance conditioning. Escape conditioning occurs when the animal inside the Skinner box is given a negative stimulus, an electoral shock from the floor of the box, and the animal has to perform a behavior such as climbing onto a small shelf to turn off the shock stimulus. (Hergenhahn Olson, 2005) Avoidance conditioning is a signal is activated just before the electric shock to get the animal to jump onto the shelf to avoid being shocked. (Hergenhahn Olson, 2005) In both of these scenarios the animal makes a choice as a result of the conditioned stimulus. Learning is the process in which knowledge is stored in memory. Aristotle first formulated the law of association to show a correlation between retrieval of nonfunctional knowledge. The law of similarity is the recalling of similar experiences or objects. (Hergenhahn Olson, 2005) The law of similarity would be when a person learns something during training and later comes across a similar event or interaction. He or she would reinvent what was learned and apply it to the task or interaction based on his or her similar knowledge. (Fenwick, 2000). The law of contrast is recalling the opposite of something. (Hergenhahn Olson, 2005) The law of contiguity is recalling something that was experienced at the same time as something else.  (Hergenhahn Olson, 2005) These laws of association give a basis of cognition. A person goes to a fine dining restaurant and orders a tray of signature cheese spreads for the fresh baked bread. When the waiter brings the spreads the person hears the waiter express the imported quality, sees the display of the variety of spreads and the texture, smells the aroma, and taste the spread to be all that the waiter described. A year later the same person sees the cheese spread on the menu and recalls the contiguity of memories being stored about the smell, taste, texture and quality of the cheese and uses the knowledge to make a decision if he or she wants to order it again or not. References Fenwick, T. (2000). Expanding Conceptions of Experiential Learning: A Review of the Five Contemporary Perspectives on Cognition. Retrieved from http://aeq.sagepub.com at Apollo Group Inc. Hergenhahn, B., Olson, M. (2005). An Introduction to Theories of Learning (7th ed.). Upper Saddle River, NJ: Pearson Prentice HallWillingham, D. T. (2007). Cognition: The thinking animal (3rd ed.). Upper Saddle River, NJ: Pearson/Allyn4 Bacon.

impact of feminism on fashion

impact of feminism on fashion Impact of Feminism on Fashion There has been a heated discussion on the equality of man and woman since a century ago when feminists began to strive for womens benefit. Compared to women in nineteenth century, women in this day and age have more rights and freedom. Women are now more considered to be independent individuals, as long time ago, they were possessions of men. Furthermore, women were compelled to follow every single order from men unconditionally. As an important impetus to fashion, feminism, which was mainly formed by three waves, has changed the stereotype significantly and lead to the decrease of restrictions on womens dressing. â€Å"Feminism encompasses many different theoretical, political and academic traditions. At the centre of feminist concerns, however, is the liberation of women from oppressive social practices and ideologies.†The first wave of feminist movement dated from nineteenth century to 1940s in United Kingdom and United States. Accompanied by anti-feudal movement, feminism finally became the most indispensable part and the criteria of social revolution. Originally it focused on the promotion of equal contract and property rights for women and the opposition to chattel marriage and ownership of married women (and their children) by their husbands. However, by the end of the nineteenth century, activism focused primarily on gaining political power, particularly the right of womens suffrage. Basically, it was the first time when women have the opportunity to vote. During this wave, World War I took place, which was another cause of changes in womens status. In order to defend national sovereignty, men were conscribed to fight in the battle front. Therefore, women had to do mens physical labour in factory. Females no longer stayed in the house only serving their own family, but also went out working to support the household and their country. Not accidentally, (see Illus. 1) Coco Chanels simple and practical designs catered to the needs of working women. In her shop, she sold â€Å"flannel blazers, straight linen skirts, sailor tops, long jersey sweaters and skirt-jackets†which were inspired by menswear. These convenient clothes enabled women to work with higher efficiency. †Chanel used such serviceable materials and relaxed patterns in the design of fashionable daywear for sophisticated urban women, safe in her knowledge of their aspirational and practical qualities.† Her accomplishment in fashion helped her situated in the roles of feminist pioneer. Simplicity has become a recognized characteristic of Coco Chanel and affected the fashion trend afterwards. Unfortunately, after the men returned from war when the WWI ended, women were dispatched back to the kitchen.†Still, an important new stage had been reached, since the induction of women into the war effort initiated the whole process of liberation.† Between early 1960s and late 1980s, it was the second-wave feminism. Though after the first-wave feminism women have won over some legal rights, they were still limited and oppressed in working place. Slightly different from the first wave, the second-wave feminism concentrated on issues of real equality of women such as eliminating discrimination. Feminists went all out marching and protesting in the street. Owing to their hard struggle, females gradually earned some equality in the working place and other aspects of life. In all their achievements, the most remarkable event was the release of some gynocentric legal reforms. Without the legal obstructions to womens personal freedom and professional achievement, women had a chance to prove themselves to be as capable as men. The 1960s, also called the Sixties, was a decade when tremendous changes happened to fashion. In this era, fashion was influenced by various factors such as â€Å"social mobility, daring fashion photography, easier travel abroad, the Vietnam War, new music of the Beatles and their much copied hairstyles, retro military and ethnic clothes, musicals, pop art and film all played a part†. Feminism was absolutely one of the most influential causes of all. Le Smoking (see Illus. 2), designed by Yves Saint Laurent in 1966, is a typical example of impact on fashion by feminism. Yves Saint Laurent wasnt the first person who created trousers for women. However, it was the first of its kind to draw attention in the fashion industry and the public. This innovative creation started androgynous style for women and pantsuits have been popular ever since. Its still one of the favourite outfits of office ladies in present-day society. The popularity of power suits demonstrates womens liberati on and equality between men and women to some extent. Besides, it provides women another choice in their wardrobes and dresses were not the only selection any more. In a word, the appearance of pantsuit is a symbol of women been considered to be an independent individuals in workplace. In group of people in younger age, some daring youths were seeking for something new in fashion as restrictions on women reduced.   Mary quants miniskirts (see Illus. 3), of which the hemline was set 6 or 7 inches above the knee, fulfilled their needs. It was controversial when it first came into the market, but then more people began to accept it in the mid-1960s and went into the major international trend. Miniskirt was reckoned to be a sign of womens liberation and enabled women to run and show their beauty without limits. The third-wave feminism began in the early 1990s, and the fashion in this decade was casual and comfortable. However, fashion and feminism dont always go hand in hand. The release of womens body didnt go further because every woman wants perfect body for both personal reason and attracting men. Wearing garments that show their nice body makes women feel better, more beautiful and sometimes even more confident. Fashion nowadays emphasized on silhouette and only slim and S-shape body is deemed to be beautiful. This brings stress on women and urges them to fit themselves into clothes that might be too tight. After struggling for equality for more than one hundred years, phenomena of inequality have decreased remarkably. But men have been in the dominant position for the majority of time in history. Reforms in laws are definitely not enough to change the status. To gain real equality, male chauvinism should be eliminated entirely. Anyway, its still a long way to go to have final equality of men and women.

Joseph Stalin Essay -- essays research papers

Joseph Stalin was a Georgian Marxist revolutionary leader and later dictator of the USSR. He was born in Gori, Georgia. He studied at Tiflis Orthodox where he was expelled from in 1899. After joining a Georgian Social Democratic organization in 1898, he became active in a revolutionary underground, and he was twice sent to Siberia. As a leading Bolshevik he played an active role in the October Revolution. In 1922, he became general secretary of the Party Central Committee, a position that he held until the day of his death. Stalin also occupied other key positions, which enabled him to build up enormous personal power in the government. This is a key point in Stalin’s life where he was enormously confident about himself which led him to do things that were no acceptable in today’s standard life. After the death of Vladimir I. Lenin in 1924 Stalin became leader of the Soviet Union where he made many changes to agriculture and industry. He believed that the Soviet Union w as one hundred years behind the West and that they had to catch up as quickly as possible. This is where the idea of his "Five Year Plan," came about. The five-year plan basically got the people involved and motivated them into a modern life. From the 5-year plan, 25 million farms were produced which were only big enough to feed the families that were harvesting them. The more successful peasants were called the Kulaks. Along with the five-year plan, Stalin launched a campaign for the &q...

Trumans Domestic Policy :: American America History

Truman's Domestic Policy Despite strong opposition from a Republican congress, Truman attempted to extend Roosevelt's New Deal policies by strengthening social security, conservation, implementing rent controls, and providing housing to low-income families. At times, however, Truman was inconsistent with his own party's beliefs and the ideal of the New Deal in order to suit the immediate situation and retain public support. Furthermore, Truman supported civil rights actions and for the first time, increased the political status of African American citizens. Truman's various other reforms were much like the proposals of Roosevelt, but the mood of the nation due to its affluence and that of Congress opposed his efforts and the changing times proved that Truman's Fair Deal was not as necessary as FDR's New Deal. Truman's organized policy to elaborate on the New Deal was termed the Fair Deal and aimed to improve social conditions like Roosevelt's plan had done previously. His immediate goals were full employment and an improved economy, as well as to provide for the common good. The Fair Labor Standards Act increased the minimum wage from 40 cents to 75 cents and the Social Security Act increased benefits to the elderly by 77.5%. Also, to the advantage of those who lived in rented homes and apartments, Truman lengthened rent controls to March 1951, and in addition, the Housing Act vowed to eliminate slums and established 810,000 low-income houses, thus providing a good amount of citizens with affordable housing. The president also implemented the Employment Act in 1946 to help stabilize the postwar economy. The act created a three member council of economic advisors and a joint committee to study and propose stabilization measures. Moreover, Truman attempted to establish a Missouri Valley Aut hority while extending the power of the Tennessee Valley authority, but was unsuccessful. However, the president did obtain increases in hydroelectric, water control, and irrigation projects in the west. Like Roosevelt, Truman was concerned about the welfare of farmers and encouraged the Brennan Plan to maintain farm income standards through price supports, loans, and storage of nonperishable commodities. Although the plan failed , the Agriculture Act of October, 1949 continued price supports at 90% parity through 1950 and then at 75-90% afterwards. This act was consistent with New Deal farm policy. Truman made other New Dealish attempts, like National Health Insurance and federal aid to education, but both were defeated with the help of protests by interest groups, namely the American Medical Association and the Roman Catholic Church.

My Father: No Ordinary Man Essay -- Personal Narrative, essay about my

My father was a great fan of Mark Twain. He had a couple of Twain quotes he loved to recite, and one in particular he liked to recite around me: "When I was a boy of fourteen, my father was so ignorant I could hardly stand to have the old man around. But when I got to be twenty-one, I was astonished at how much the old man had learned in seven years." I could never really think of dad as ignorant, even when I was fourteen. He was a walking encyclopedia, an encyclopedia I consulted daily. But he was an easy man to underestimate. In part this was because he was a great listener, and like all great listeners would rather hear than be heard. That was another one of his favorite Twain quotes: "Better to keep your mouth shut and be thought a fool than to open it and remove all doubt." But he was also easy to underestimate because he tended to underestimate himself. He would have been astonished, genuinely astonished, at the outpouring of love and admiration that has washed over our family in the last week. And there is enough of my father in me that I have been astonished as well. Friends of mine, some of whom I thought barely knew dad, have called or sent word from as far away as Vienna and Taipei to say that my father changed their life for the better. My oldest friend, who is now a mountain climber and a nature photographer, astonished me by saying he might never have becom... ...e Bailey couldn't see in the movie It's A Wonderful Life. George Bailey saw himself as a very ordinary man. And because he was a man of great intellect and potential, he sometimes saw his ordinary life as a kind of failure. It was not until the angel took him out of his own life and showed him the profound connections between his life and every other life in his community, that he was finally able to see himself for the hero that he was. My father was a George Bailey. And just as George's friends came together and emptied their pockets for him when he was in trouble, all of his friends joined together in a celebration of his life. I only wish he could have seen it, because he never would have believed it. My Father: No Ordinary Man Essay -- Personal Narrative, essay about my My father was a great fan of Mark Twain. He had a couple of Twain quotes he loved to recite, and one in particular he liked to recite around me: "When I was a boy of fourteen, my father was so ignorant I could hardly stand to have the old man around. But when I got to be twenty-one, I was astonished at how much the old man had learned in seven years." I could never really think of dad as ignorant, even when I was fourteen. He was a walking encyclopedia, an encyclopedia I consulted daily. But he was an easy man to underestimate. In part this was because he was a great listener, and like all great listeners would rather hear than be heard. That was another one of his favorite Twain quotes: "Better to keep your mouth shut and be thought a fool than to open it and remove all doubt." But he was also easy to underestimate because he tended to underestimate himself. He would have been astonished, genuinely astonished, at the outpouring of love and admiration that has washed over our family in the last week. And there is enough of my father in me that I have been astonished as well. Friends of mine, some of whom I thought barely knew dad, have called or sent word from as far away as Vienna and Taipei to say that my father changed their life for the better. My oldest friend, who is now a mountain climber and a nature photographer, astonished me by saying he might never have becom... ...e Bailey couldn't see in the movie It's A Wonderful Life. George Bailey saw himself as a very ordinary man. And because he was a man of great intellect and potential, he sometimes saw his ordinary life as a kind of failure. It was not until the angel took him out of his own life and showed him the profound connections between his life and every other life in his community, that he was finally able to see himself for the hero that he was. My father was a George Bailey. And just as George's friends came together and emptied their pockets for him when he was in trouble, all of his friends joined together in a celebration of his life. I only wish he could have seen it, because he never would have believed it.

Analysis of Johnson Music Essay

To assist in the overall report, evaluate the chosen system to include professional diagrams or images, of a computer system. Labeling the different hardware components give a description of the function of each of the main elements of the system. Make sure the explanation is clear enough to understand as the client may have little or no knowledge of a modern computer system. The terminology associated with systems should be elaborated on for clarity. Justify your choice of computer systems and in a critical way suggest how the choice could have been better. Find suitable illustrations of the selected hardware and software to meet P2 & M3 criteria. Windows 98 or Win 2000 operating system will be o/k. The ICT system that I have recommended to I.T.NOON, includes full details of the specification for the hardware stated. I have also found illustrations (JPEG Image) for the hardware items that are listed and which I have recommended. An operating system is the software responsible for allocating system resources, including memory, processor time, disk space, and peripheral devices such as printers, modems, and monitors. Operating systems perform basic tasks, such as recognizing input from the keyboard, sending output to the display screen. All applications use the operating system to gain access to these resources as necessary. The operating system is the first program loaded into the computer as it boots, and it remains in memory throughout the session. Operating systems provide a software platform on top of which other programs, called application programs, can run. The application programs must be written to run on top of a particular operating system. The choice of operating system determines the applications you can run. For PCs, the most popular operating system is Windows, but others are available, such as Linux. As a user, you normally interact with the operating system through a set of commands. â€Å"For example, the DOS operating system contains commands such as COPY and RENAME for copying files and changing the names of files, respectively. The commands are accepted and executed by a part of the operating system called the command processor or command line interpreter.† Graphical user interfaces allow you to enter commands by pointing and clicking at objects that appear on the screen. Johnson Music (JMusic) was founded in 1901 at its current premises as a guitar shop. It specialised in trading in old guitars, refurbishing them and selling them on. At first the company had very few customers, but gradually grew. By 1910 the company had reasonable success, and started selling guitars directly from manufacturers. The founder, George Johnson, noticed that some guitar brands didn’t sell very well, and others did. One guitar brand that did sell well was Ibanez guitars. The company gradually started selling more Ibanez guitars, becoming more successful for the company. In 1950 the shop stopped selling all guitars other than Ibanez guitars and became a dedicated Ibanez dealer. The company soon moved on from guitars and started selling more than that, including pedals, amplifiers and bass guitars. This is how the company currently stands. Johnson music is owned by George Johnson, the son of the founder of the company. Its current location is:  Johnson Music  17 Churchgate  Bolton  BL1 1HU  UK.  The shop has two floors. One floor stores bass guitars and bass amplifiers, as well as bass effects pedals. The second floor stores guitars and guitar amplifiers as well as guitar effects pedals. The shop has two storage rooms: one upstairs and one downstairs. Downstairs stores all bass guitar products and upstairs stores all guitar products.  The shop has had a constant reasonable success and has a steady customer base at present. The company is in no danger of going out of business as it currently stands.

Race Is Real Essay

In society, people socially construct institution based on sensory perception. Race is in fact a social construct made from systems of constitutive rules. It is used to generalize people into specific groups characterized by supposedly distinctive and universal physical characteristics. Although humans have created this entity, there are many sources that provide proof that race is impossible to define biologically. Since colonization began, humans have been given racial identities which continue to cause uproar in nations and states. People simply assuming the existence of race makes it real. Despite this, the assumption of the existence of race does not make it valid. Race cannot be objectively specified, and it should be seen as a whole. There is only one human race. D’Andrade classifies a constitutive rule as â€Å"an entity created by the social agreement that something counts as that entity† (91). A simple understanding of a constitutive rule is a rule that exists only because society believes in it, and adheres to it. Marriage is a clear example of how constitutive rules create a social entity; it exists solely on the fact that a culture agrees that it exists, and agrees on the general guidelines in which it exists. Generally speaking, constitutive rules rely on people’s adherence and shared thoughts to exist. D’Andrade explains the differences between constitutive and regulative rules. Regulative rules are those which provide guidelines and restrictions for existing forms of behavior. A regulative rule is not involved with the creation or elimination of an entity, whereas a constitutive rule does exactly that through social agreement. D’Andrade said that â€Å"Institutions are systems of constitutive rules. Every institutional fact is underlain by a system of rules of the form ? X counts as Y in context C'† (91). In this formula, X is the ideas that a culture believes in, Y represents the institutions and rules that those ideas count as, and C is the specific situation or culture. Constitutive rules define situations and/or subjects that have an effect on the reactions which come from the situation itself. The entity of family is an example of this. The systems of ideas that make up what we consider family are constitutive rules. Families can be classified into different categories including immediate and biological families, teams/teammates, religious groups, organizations and/or clubs. In this example, C is considered the American culture and the different ideas of what makes up a family is X. Although many believe family to be biological, even the boundaries of that can be argued. The considerations of family types are indistinguishable throughout the world. Those involved within families, especially close immediate families tend to pursue and enjoy a contented lifestyle. Many families strive to be involved with those within the family and help out one another. This positive involvement can also be seen within a team or organization of some sort that may grow to call themselves a family. Since it is socially constructed, the exact definition of family is hard to create and so all these groups may be considered family. Although a family is usually viewed as a positive aspect in one’s life, just like other constitutive rules, they are overlooked because they are too involved within the cultural aspect. After extensive research, it has been proven that race cannot be biologically defined. In general, people categorize people within a certain race depending mainly on their skin color, the construction of their eyes and even the color of one’s hair. These characteristics are arbitrary. In attempts to prove this, Jared Diamond wrote the article â€Å"Race without Color. † He arbitrarily chooses the gene that causes sickle-cell anemia. By using this way to classify people, Greeks, Thai and New Guineans would be put together as once race, and some Africans and Norwegians in another racial group (84). Classifying people into certain races is not biologically acceptable or possible to do objectively. It only creates views about others through our own eye, and leads to subconscious differentiation and discrimination. However, it is common today for people to use race as a simple way to categorize people. Considering all of the different classifications, Diamond, along with many anthropologists suggests, â€Å"one cannot recognize any human races at all. † It is given through anthropologists’ studies that rules that separate races from one another are constitutive rules. A socially constructed institution is only possible through the thoughts and ideas of those within a society. Race continues to be one of these examples, although it is known through facts and research that race is not properly appraised. In American culture every one has been subjected to the question of their race at one point or another. While taking exams or signing up for SATs here in America, people are questioned about their racial back rounds. This shows that race is real. Another example is seen in â€Å"Hotel Rwanda. † In the film, although the Hutus and Tutsis are from the same nation and seem physically identical to one another, there was bloodshed amongst these two races because of socially constructed identities. Race has evolved as a worldview and system of perspective. Race creates a body of prejudgments that distorts our ideas about differences between humans. The simple existence of two races in Rwanda made it so that the groups of people perceived differences and problems between them. Regardless of ideas and falsely created identities, race is real and should be viewed as a whole. A great example of the reality and issues of race within our society date back to the Rodney Glen King incident which took place in Los Angeles in 1991. During the month of March, Rodney King led police on a high speed pursuit though red lights and stop signs. After eventually stopping, police proceeded towards the car and threw King to the ground. The police officers claim he resisted arrest and was continuously stuck with batons, tackled and even tasered. George Holiday, a private citizen video taped this incident from his apartment, creating an international media sensation. In 1992, the officers were acquitted by a jury. The acquittal was based in part on a 13-second segment of the video tape. The jury verdict created massive rioting in LA for four days. By the time order was able to be restored, an estimated $1 billion in damage, with â€Å"55 deaths; 2,383 injuries; more than 7000 fire responses; 3,100 businesses damaged† (Smith, Anna Deavere). Smaller riots ensued in other U. S. cities. After the riots occurred, federal charges of civil rights violations were brought up against the officers. Two of the officers were found guilty and sentenced to 30 months in prison, while the other two were acquitted. During the acts of violence and riots, King had appeared in public in front of news cameras stating, â€Å"People, I just want to say, you know, can we all get along? † (Keyes. 1992) Although these acts of racial incidents occurred, in the midst of it, the one who was beaten stepped out and asked for peace and camaraderie amongst all. As described earlier, there was uproar across the country as people believed that the police involved in the attacks were initially not persecuted because racial factors. As seen in King’s quote, it is evident that he spoke in respect to racial neutrality while asking if everyone can get along. He was able to show that race is real in that simple quote. He referred to â€Å"we† as people living within this world, making them seem as a whole, as one race. As observed through this case and many others, including the most recent Jena 6 trial, race is still a factor for individuals and groups. Yet race still remains impossible to define and use. Race fits the anthropological formula for constitutive rules, â€Å"X counts as Y in context C. † Race, seen as a biological entity, is in fact a social construct made from systems of constitutive rules and is used to generalize people into certain groups. Although society views race as separate divisions among people, through scientific knowledge it is clear that human populations are not categorical, biologically distinct groups.