Saturday, August 24, 2019
Canon's international market Essay Example | Topics and Well Written Essays - 3000 words
Canon's international market - Essay Example Research identifies, further, little to no influence in the country of origin effect for this brand. 1.0 Introduction Canon, founded in 1937, is a Japanese multinational brand that focuses on several different markets. The brand specialises in the production of photocopiers, digital and movie production cameras, printers and household camcorders. In 2012, Canon maintained nearly 21 percent market share among competition for sale of copiers and computer printers (Tonerfabrik 2013). It is through innovation, rather than standardisation, that Canon is able to capture such high market share in computer hardware and peripherals, consistently making improvements to product design and functionality in order to achieve target market interest. Canon operates in a very competitive international market, with major brand-recognised names such as Nikon, Hewlett-Packard, and Samsung maintaining the most prominent competitive forces. Furthermore, Canon provides products to Japanese, Chinese, Europe an and North American consumers, with each market maintaining different needs for functional camera and computer peripheral equipment. Additionally, the businesses’ medical equipment customer segments are drawn to Canon’s recent innovations in providing pioneering medical imaging products which is changing the scope of Canon’s production systems and emphasis on product output. In order to compete successfully in a dynamic and very saturated international market, Canon must identify opportunities to better serve diverse consumers and business customers and consistently innovate as part of multinational strategy. 2.0 Canon 4P marketing analysis This section describes Canon’s approach to the marketing mix that determines its market position among competing brands. 2.1 Product Canon cannot adopt a standardised marketing philosophy as the lifestyles and needs of consumers vary according to cultural characteristics, usage patterns for the products provided by C anon, and their level of price sensitivity. Japanese consumers, according to Geert Hofstede, a famous and respected cultural researcher, score very highly in uncertainty avoidance on Hofstede’s Cultural Dimensions scale (Hofstede 2010; Fernandez et al. 1997). As such, consumers purchasing Canon’s computer hardware and cameras will want to be ensured of quality, a proven product superiority that will justify the majority of their decision-making when comparing other technology brands. In Japan, Canon produces products for consumer markets that are largely undifferentiated, meaning that competition continues to replicate existing innovations that make products, competitive, rather homogenous. It is necessary for Canon to position the business as a quality leader for this consumer market, consistently reinforcing that the company continues to produce superior output. Figure 1: Illustrative example of Canon product advertising in Japan Source: Laman, T. (2013). Tim Laman à ¢â‚¬â€œ Wildlife journalist. [online] Available at: http://timlaman.com/#/published-work/commercial/11Canon_Ad-Female_Ibis_2 (accessed 18 May 2013). As illustrated by Figure 1, Canon illustrates the image quality that will be attained by its camera products,
Friday, August 23, 2019
MacDonald Essay Example | Topics and Well Written Essays - 2000 words
MacDonald - Essay Example India has been chosen as the host country. The project tries to bring out the impacts cultural differences existing between India and USA has on the decision making, communication, leadership, teamwork and human resources in organizations. The company is known for its respect for culture of the place where is operates. The company has even developed a menu especially for India. This has been done with special emphasis on Indian culture and tastes. Culture consciousness of the company reflects from the fact that India is the only first nation in the world where the company does not offer pork or beef items. In fact MacDonald even had to re-engineer its operations in order to serve the requirements of the vegetarians of the country. The company ensures that the vegetable items are prepared separately using separate utensils and equipments. Separate preparation of vegetarian and non vegetarian items is maintained throughout all stages of procuring, cooking and serving (MacDonalds India, 2009, p.1). This reflects company’s respect for local culture where it operates. This tradition can be attributed to its popularity and success. Apart from abiding by the local cultures and traditions, the company is also said to e nhance their corporate responsibities. It provides employment opportunities to the Indian people and also provides bright career growth for them (MacDonalds India, 2009, p.1). Hofstede’s analysis has revealed that national cultures differ along four different dimensions. Power distance is the first among these. Power distance refers to the fact that each one in society has unequal power. In cultures characterised with high power distance people accept hierarchical organisational structures readily. In such cultures, power disparities exist among people as well. In such countries power remains in the hands of a few people only. On the contrary, cultures with low power distance have greater equality of power among people. Uncertainty
Thursday, August 22, 2019
The Janissaries from the Ottoman Empire Essay Example | Topics and Well Written Essays - 750 words
The Janissaries from the Ottoman Empire - Essay Example The head of the Ottoman Empire was the Sultan and he was vested with powers that were absolute, though with the understanding that he ruled with the expectation of being just. This concept is the foundation of much Middle Eastern thought, reinforced by Islamic tenets of fairness. Both Turkish and Persian traditions bequeathed the Sultan with the role of the protectorate of the rights enjoyed by all citizens, with a special focus on those at the bottom of the class system. Because of this, the Sultan received his authority in the belief that it was the only way to ensure that corruption could be avoided (Hooker 1996). This fidelity to both the authority and fairness to the Sultan was a key element in the evolution of the Janissaries. A significant portion of the training of Janissaries involved indoctrinating them to believe they were a family and the Sultan was their father. Until the late 1380s, Janissaries consisted prisoners and slaves. Sultan Selim I transformed the conscription by filling their ranks with non-Muslim youths. The training was highly disciplined that obeyed Islamic laws such as celibacy and not being allowed to wear beards (Greene). The Janissaries were an essential element of the Ottoman Empire throughout its major wars and battles from the 1453 capture of Constantinople to the wars against the Austrian-Hungarian Empire several centuries later. In the beginning it was the Sultan himself who very often led his Janissary troops into battle. As they began to assert their dominance in battle, their reputation and favor increased, along with the desire of many to join them. While this was an advantage in the arena of recruitment, it also quickly proved to be something less then desirable to the Sultan and his political advisors. The Janissaries slowly began to realize that their reputation could bring them an even better life, as well as more power. Over the course of the next few centuries there the evolution of the Ottoman Empire was marked by a series of uprisings and revolts that all served to increase the power of the Janissaries. The first revolt by the Janissaries did not take place until 1449 when they demanded better pay. The success of this revolt doubtlessly set the stage for future revolutions. In fact, this rebellion created the precedent whereby each new Sultan was expected not only to extend a reward to each Janissary, but also to raise pay. A later insurrection in the 16th century resulted in Sultan Selim II bestowing permission for Janissaries to marry. The Janissaries had achieved such a position of power by the 1700s that entire Ottoman bureaucracy was dictated by their desires. Any mutiny by the corps could result in a change of political policy. Coups directed by Janissaries had the effect of replacing Sultans who were not specifically sensitive to their demands. A key, and ultimately fatal, mistake by the Janissaries was moving to block modernization of the military in an effort to hold onto their own power (Gerolymatos 152). In 1807 a Janissary revolt deposed Sultan Selim III, who had tried to modernize the army along Western European lines. His supporters failed to recapture power before Mustafa IV had him killed, but elevated Mahmud II to the throne in 1808. When the Janissaries threatened to oust Mahmud, he followed suit and had the captured Mustafa executed and
Child Development Essay Example for Free
Child Development Essay The difference Between the Sequence and Rate of Development Children’s development generally follows a predictable sequence of stages known as milestones. However, occasionally a child may skip a stage or go through a stage very quickly e. g. a child may miss out crawling and move straight from sitting to walking. An example of a sequence is the physical development of a baby where movement begins with their head and then downwards and from the centre of their body outwards. The time of a child’s development milestone isn’t as consistent as the sequence because children’s stages of development happen over different rates rather than particular ages. An example of this is that children don’t begin walking all at the same time. Some children are learning to walk before their first birthdays whereas others may learn to walk many months later. However, it is important to understand that although a child may be developing slower in certain aspects of development, they maybe excelling in others and that all children are generally following the same sequence. 2. 1 Personal Factors Affecting Children’s Development Early childhood development can be affected by a number of factors. A child’s health plays a crucial role in their development and can be determined by factors including the genetics they inherit from their families, malnutrition from a poor diet and poor conditions in their environment. Unhealthy children may find they are less equipped to tackle problems in comparison to healthy children. They may also be restricted in participating in activities which can have a detrimental effect on building relationships with others, access to creating an understanding of their environment and their progression in motor development. Disability can have a profound effect on a child’s development. The three core areas of disability are physical disability, learning disability and sensory impairment. Normal development involves children to be able to interact with their environment, and to understand their findings. Children with physical disabilities will often be restricted in their ability to effectively interact with their environment which can then have a detrimental effect on their ability to develop cognitively and emotionally. The limitation of exploring their environment can also impact on their motor skills due to lack of mobility. Furthermore, children who spend time away in hospital may have limited opportunities to develop age appropriate social skills, language skills and speech. Learning disabilities can affect children’s ability to grasp, process and analyse information. Disabled children often show an uneven pattern of development e. g. language development and physical development which can have some effect on their ability to interact with others. Inadequate interaction with others may have a negative influence on a child’s personal skills, their self esteem and often causes a reluctance to face problems. Children with sensory problems such as visual or hearing impairments may experience difficulties including mobility, language development and communication skills. Visually impaired children often suffer with mobility issues hindering their physical development which reduces their ability to explore their surroundings. It also interferes with engaging in imaginative play limiting the child’s ability to develop imitative skills. Hearing impaired children commonly lack language and communication skills as they have a reduced opportunity to take advantage of the critical early period of language development by hearing people’s voices. The lack of communication skills can impact on the child’s ability to engage with other children. 2. 2 External Factors Affecting Children’s Development Poverty can create a lasting disadvantage in children’s development. The areas of poverty to take into account are housing, diet, education and leisure activities. Children who are underprivileged in these areas are more likely to face challenges with their social and emotional development leading to behavioural problems. This can leave them at risk of developing negative relationships affecting social skills, academic skills and self esteem. Poverty can also influence a child’s health where poor housing and diet and a lack of leisure opportunities often lead to obesity, malnutrition and a likelihood of becoming ill. This can affect a child’s ability to join in activities with other children hindering many areas of development. The family environment can have a profound effect on a child’s development in both a positive or negative nature. Children living in a positive family environment often develop good social interaction with others as a result of positive relations with family members. Therefore this may impact on a child’s development in learning areas such as personal, social and emotional skills and communication, language and literacy skills. Similarly to poverty factors, family factors can also influence a child’s academic pathway. A child with underdeveloped social skills may express themselves with inappropriate behaviour, a lack of interest to learn and an inability to create positive relationships thus reducing the chance to progress and succeed in a predominantly social environment as is education. Personal choices are another major influence regarding normal development. As children grow, they develop a greater independence and are presented with more choices to which can impact on many areas of development. A prominent area of development in which a child’s personal choices impacts on is their relationship with food and physical activity. In recent times and partly influenced by the media, children’s eating habits have become increasingly unhealthy and in addition, children’s physical activity has declined. This has resulted in many children becoming overweight or obese and even diabetes. The consequences of this is likely to impact on physical development as children who are suffering from the above are more likely to be restricted in participating in all areas of physical activity in contrast to their peers who have a healthy lifestyle. The development of a child may also be impacted upon if they are in care of the local authority. An unstable living environment may affect children in many negative ways as often the child may move to various care settings on a regular basis. With this in mind, a child may develop issues with regards to their emotions. A lack of confidence and self-esteem may arise resulting in anti-social behaviour thus impacting on social skills. Academic ability may also be diminished through the inability to socialize effectively as well as many other areas of development in which social skills are essential. Education is an important area of a child’s development as it determines children’s academic ability through their education pathway. In particular, this influential area impacts on a child’s cognitive development in which they gain skills in reasoning, understanding and the ability to solve problems. Education is not only acquired through schooling, it is also gained in the family environment via social activity and family life in general. Educating through schooling can develop a child’s confidence in their ability, encourages positive social behaviour and helps children to understand the norms and values which are appropriate in society. 2. 3 How Theories of Development and Frameworks to Support Development Influence Current Practice. There are many theories which were created in order to understand children’s development. These theories are very important as they often have and influence on current practice. Piaget’s psychological theory of development was of the role of maturation, that by growing older a child would have increased capacity to understand new and differing concepts. This though was not a smooth learning curve but one which was transitional. These stages occurred at specific age ranges; 18 months, 7 years and 11 or 12 years. This appears to have impacted the school curriculum as a basis of when children are capable of understanding new concepts and ideas. The way in which a child adapts to these new changes or differences to their perceptions of the world is through assimilation and accommodation which work in unison. Assimilation refers to the inclusion of new concepts into existing schemas whilst accommodation refers to the challenges to the existing schema and accommodating ones thought processes around the differences. Only at the specific stages of maturation will a child be able to assimilate and accommodate for these new concepts. This approach can be perceived as rigid as although a child may not learn in a smooth learning curve, they may progress at different rates at a lesser staggered approach. Vygotsky’s theory of development differs to that of Piaget in that development was ‘proximal’. The ‘Zone of Proximal Development’ (ZPD) promotes the notion that children develop through their engagement with adults and activities alongside their peers rather than through teaching or by working through concepts and challenges alone. It was the development of language and articulation of ideas that would govern a child’s development and may be seen as an enabling approach that will allow a child to solve challenges and develop in a way that they will as a final result be able to perform the task alone. This approach has proved to be influential with regards to early years education particularly in the frameworks of England and Scotland in that there is an emphasis placed on building positive relationships with adults and other children in the setting. Furthermore, children are encouraged to work together during activities thus promoting teamwork in order to conquer challenges and in addition play an active role in their learning. Skinner, who adopted a behaviourist approach to learning developed the theory of operant conditioning. This theory suggests that a child’s behaves and learns via creating an understanding based on consequences and reinforcements. These reinforcements are divided into three sub-groups described as positive reinforcers, negative reinforcers and punishers. Positive reinforcers are a form of reward in response to being presented with a desired outcome for example, if a child has created a nice piece of work they may be given praise or a sticker as a reward. This then reinforces an understanding that they have done something good to which they will aim to continually reproduce. Negative reinforcers also produce repetition in behaviour in that they are used to stop something from happening for example, a child may try to avoid one of their peers due to the fear of having their favourite toy being taken away from the understanding of previous experiences. In contrast to the above, punishers are believed to weaken the repetition of behaviour such as if a child hurts a member of their peers they may be put in a reflective corner to recognise their inappropriate behaviour and if this process is repeated, the child will understand and aim to avoid this consequence. This theory links in with practice today in that children are often rewarded with positive reinforcements when behaving appropriately for example sharing during activities, comforting a peer who is unhappy or following a task with good results. Furthermore, punishers are also used in todays practice when a child is behaving inappropriately in which tactics such as the reflective corner as well as a telling off are effective in breaking the repetition. 3. 1 How to Monitor Children’s Development using Different Methods. A child’s development is monitored in a number of ways which includes observations, parent – practitioner meetings and standard measurements. Observations can be carried out in a variety ways and provide valuable information in terms of a child’s development. Narrative observations involve watching a child or children during an activity and making notes to what has been seen including all areas of behaviour. In this form of observation it is important that the practitioner who is observing remains unnoticed in order to avoid a change in behaviour of the child or children. Time sampling observations involve making a record at regular intervals of what a child is doing which focuses on a specific behaviour for that particular time. An example of this maybe during outdoor play time in which a child’s social interaction could be observed. Event sampling observations involve focusing on particular events in order to build up a pattern of children’s behaviour over a period of days or weeks. In this form of observation, the events leading to behaviour, during behaviour and after behaviour are recorded in detail. Standard measurements may also be used to monitor a child’s development. This method of assessment is employed by various professionals in order to assess development in areas such auditory, health and education. Standard measurements in contrast to having an overall objective, focus on a child’s development in relation to the overall population and furthermore, is used to determine whether a child has a particular deficiency in an area of development. This form of monitoring children is of particular use when monitoring disability or suspected disability in a child as it places all emphasis on one child whilst using a range of assessment methods to determine any apparent problems. 3. 2 Reasons Why Children’s Development May Not Follow the Expected Pattern. There are a number of reasons in which a child’s development is not following the expected pattern. Disability may affect a child’s development in a range of areas which include physical development, personal development and social development. In some cases disability can restrict a child from participating in normal physical activity, for example some settings may not be wheel chair friend in areas such as outdoors. This in turn may prevent a child from being involved in the same activities as other children thus impacting on their physical development. With this in mind, outdoor play is important whilst developing effective social skills. Children often use a range of communication skills whilst exploring and discovering therefore deprivation of social interaction may have a harmful impact on a child’s personal and social development. Children with emotional problems are also at risk of not developing along the expected pattern. A child lacking in confidence and self-esteem can often become reclusive and struggle with communication in particular during situations where it is loud and fast paced such as in a nursery environment. Children who tend to hide away from the action are inevitably missing out in areas of learning and development and is unfortunately often carried through to later life. Environmental factors are another area to consider in relation to an expected pattern of development. The home environment can have a profound affect in many areas. A negative home life may often determine a child’s ability to socialise effectively thus affecting numerous other areas. Due to a lack of social skills, a negative impact may be made on a child in education and as a consequence their academic achievement may be at risk. In addition, cultural difference may also play a part as there are a variety of ways in which different cultures nurture their children. Some cultures, for example in western society encourage freedom and independence. This in turn gives children the opportunity to discover new things and develop and understanding of the world. Children with learning difficulties often follow an uneven pattern of development. Tasks and activities are often more of a challenge for children with learning difficulties in which failure is not uncommon in academic situations and as a result can lead to frustration and issues regarding self-esteem. In some cases with these personal issues, a breakdown of communication can emerge resulting in a negative impact on areas of learning and development which rely on effective communication skills. How Disability may Affect Development. Disability can have a substantial influence on a child’s development. Disability covers three areas in which normal development is more of a challenge in contrast to children who are not disabled. These areas include physical disability, learning disability and sensory impairment, all of which may hinder development. Due to the interdependence of learning areas in order to maintain normal development, disabled children as a consequence are more unlikely to develop at the same rate as other children. For example, a child with a physical disability such as being wheel chair bound may find it a challenge whilst exploring the environment. This could have a knock on effect in learning areas such as social interaction, communication and knowledge and understanding. This then in turn may be detrimental in terms of developing positive relationships with their peers which can often lead to social rejection or bullying. As a consequence of this, a child may develop personal and emotional issues manifesting itself in reduced self-esteem and confidence resulting in reclusion. How Different Interventions can Promote Positive Outcomes for Children where Development is not Following the Expected Pattern. If a child has been recognised as not following the expected pattern of development, interventions are made in order to establish where the problem lies and the best way to tackle it. External practitioners known as agencies may then become involved and assess the child whilst providing support and expert advice to the family and the nursery or educational setting. These agencies may include paediatricians who are responsible for monitoring progress and make referrals to additional healthcare, health visitors who offer advice and support to families and physiotherapists who are responsible for working with the physical problems of disabled children and young people and suggest exercises. Speech and language therapists provide support to disabled children who have problems with their speech and language. They also offer advice on communication to the parents whether it is verbal or non-verbal for example using sign language. Other areas of intervention include the role of the Educational Psychologist who assesses the way in which a child learns and identifies issues with a child’s learning. They can then identify how to benefit a child’s learning by creating Individual Education Plans (IEPs) and are responsible for managing the child’s statutory assessment and the issue of a statement of needs if required. In nursery and school settings special educational needs coordinators (SENCO) can become involved in the coordination of activities and the provision of support to meet the specialised needs of disabled children. In many cases multi agency and partnership working is adopted as it provides integrated support for children who are not following the expected pattern and their families. Supporting children with additional needs and their families with a range of agencies working collectively provides more effective care for the child due to the sharing of information and agreement as to how to implement plans. The Early Years Foundation Stage (EYFS) supports this practice as a way of contributing to a child’s development as this information shared may aid any further assessments. The Importance of Early Identification of Speech, Language and Communication Delays and Disorders and the Potential Risks of Late Recognition. It is extremely important to identify delays in speech, language and communication as soon as possible. Early identification of speech and language delay is critical to a child’s development as it is interconnected and is a key area with regards to many other areas of learning and development and furthermore, it is essential whilst developing the ability to communicate. With the inability to use effective language, a child’s cognitive ability may become weakened as both these areas are strongly linked to each other. Language delay can influence a child’s ability to understand concepts and develop intelligence amongst other areas of cognitive development. Communication and speech delays are also important to identify as they determine a child’s ability whilst interacting with others. In addition they can affect a child’s emotions, in some cases resulting in anti-social behaviour, thus impacting on areas such as education. However, through early identification and intervention, the impact of speech, language and communication delays may be significantly reduced thus creating a more positive future for children. 4. 2 How Multi-Agency Teams Work Together to Support Speech, Language and Communication. Multi-agency and partnership working plays a key role with regards to a child’s speech, language and communication development. When it has been recognised either by a parent/carer or whilst in the nursery setting that a child is showing signs of difficulty in these areas, the child would then need to be assessed by either a health visitor or general practitioner. This would then enable a greater understanding of where the problem may lie and furthermore exclude a number of other possibilities. Once a diagnosis has been found, the child may then been referred to a variety of agencies in order for further assessment and to create a plan to tackle the problem areas. These agencies may include speech and language therapists, educational psychologists and specialist teachers who provide support for children who have sensory impairments, learning difficulties or communication difficulties. These agencies will often work together in collaboration discussing and sharing information which in turn enables the child to make maximum progress. Furthermore, the agencies will work together to develop strategies, provide knowledge and in some cases provide resources to parents/carers and the nursery setting. 4. 3 How Play and Activities are Used to Support the Development of Speech, Language and Communication. Effective play and activities are beneficial in order to support a child’s speech, language and communication development. The nature of play and participating in activities generally involve a great deal of social interaction with others. Therefore by providing play situations and activities that support these learning areas, children’s development will be enhanced. Toy animals are an effective play resource. They engage children into the natural world and encourage them to imitate movements and sounds which in turn enhance a child’s speech development. Nursery rhymes and singing encourage the development of language. Children who are exposed to these activities have a greater ability to listen and understand words and actions. Nursery rhymes also enhance a child’s ability in reading as a result of the development of language. Reading books with children can enhance their communication skills. Stories can generate interest where children become inquisitive. Children often ask questions and discuss ideas which can enhance their ability to communicate with each other. In addition to the above, a child’s speech and language may be developed by role modelling in which they will learn to use new sounds and words by listening and engaging in general conversation. With this in mind and from own practice I feel it is important to provide appropriate speech for a child to be exposed to, using clear and slow language whilst altering vocal pitch in order to convey grammatical information. Furthermore, I feel if a child has attempted to say a word with ineffective results, it is important to praise the child for their effort in order for them to continue trying. 5. 1 How Different Types of Transitions can Affect Children’s Development. Transitions are a significant stage in a child’s life and can affect them in a range of ways and in a number of areas of development. They are an nevitable part of growing up, however it is important to recognise and understand the signs and the impact of transitions on children’s development. A change in the family structure of a child in terms of an additional sibling may have an impact. The child may feel their relationship with their parents is threatened by the arrival of a new baby and they may feel they are getting unequal amounts of attention. The child’s personal and social development may be harmed during this transition. With this in mind the child may develop issues with self-esteem as a result of receiving less attention than previously. The child may also develop anger issues from seeing the frequent attention and care being provided to the new baby which could then in turn manifest itself in sibling rivalry. The position of beginning nursery or school is another major transition for a child which may impact on their development. A new and unfamiliar environment may be a daunting experience for many children. Children who are less outgoing in comparison to their peers may try to avoid interacting with others and avoid social activities. This could then result in the child becoming a recluse resulting in missed opportunities to play, learn and develop. A child’s admission into an institution such as hospital due to ill health is also a significant transition which could impact on their development. Social interaction may be diminished in particular of children who stay for long periods in hospital. Through this lack of socialising, children may become underdeveloped in others areas including their knowledge and understanding through missed opportunities to explore the environment with their peers developing new ideas and perspectives. Moving to a new house or location is another transition which can impact on children’s development. This can be a traumatic time and in particular of a child entering the care of the local authority. Often in this situation a child has moved around a number of locations thus creating a sense of instability resulting in personal issues. These issues are often expressed in the form of anger, isolation and anxiety which in turn can hinder normal development. Furthermore, many children in this situation come from broken families which in some cases involved abuse and neglect. With this in mind when involved in a situation of this type, it is important to build trust whilst working with the child in order to prevent a further negative impact on their development. 5. 2 The Effect on Children of Having Positive Relationships During Periods of Transition. Transitions are a significant and potentially harmful experience in children’s lives, therefore it is important to provide a positive and supportive network around children in order to make transitions an easier and more comfortable process. A child who is undergoing a process of transition whilst receiving positive support and encouragement is more likely to accept changes in their lives and develop a greater confidence in the transition process. A strong relationship with someone such as a key person in an educational setting can benefit a child’s transition. A child beginning nursery will be presented with an unfamiliar environment in which a key worker’s job is to develop a close relationship with the child and provide support allowing the transition to run more smoothly. In some cases a key worker may change settings or may be away for a long period of time such as maternity leave. In these situations a child may react negatively to the loss of familiarity which subsequently may impact on their development. Therefore it is important to provide additional support to the child via attention; reassurance and encouragement in order to alleviate further negative affects whilst a close relationship with a new key worker is being formed. Children encounter transitions with an array of experiences in which some may be positive and some negative. Children generally will always be worried. Confronted with unexpected transitions, like divorce or death, a child may feel excluded or to blame or angry. An understanding of their experience and the possibilities of what is going through their heads and giving a thoughtful and sympathetic response will often help bring them through the transition and in turn lead to a more confident and rounded child.
Wednesday, August 21, 2019
Egyptians and Olmec Civilizations
Egyptians and Olmec Civilizations Egypt civilization will be the old world that I would be talking about. The Egyptian civilization had many ages which are early Bronze Age, middle bronze age, and late Bronze Age. The Egyptian civilization dates from the 4th millennium BC. It has a lot of arts and monuments that makes Egypt a unique place to visit. Many achievements were made by the Egyptians like the pyramids, temples, and obelisks. In the predynastic period Egyptian climate was much less dry than it is today. Most regions of Egypt were covered by savanna trees. In the early dynastic period the Egyptians had a long line of pharaohs from Menes. It has been said that the Egyptians had two kingdoms of upper and Lower Egypt. The first dynastic pharaohs solidified their control over Lower Egypt by making a capital at Memphis. Old kingdom and new kingdom will be talked about also. The Olmec civilization was started between 1200 and 400 b.c. The Olmec civilization was developed at San Lorenzo and the Olmec power moved to la venta. The Olmec was Mesoamerica`s first complex culture. The Olmec used the sacred 260 day calendar and a form of kingship that were later Mesoamerican cultures. The Olmec dated from 1400 BCE to about 400 BCE. The first major civilization in Mexico is the Olmec and they were known for the artwork. Monuments were also an important characteristic of Olmec centers. The culture of the Olmec was best known for sharing customs, history, beliefs, and other traits. Egypt Old World Civilization The Egypt civilization is known for the beautiful pyramids. Most people who think of Egypt think of the impressive Great Pyramids, Sphinx, Temples and ancient sites, but Egypt offers much more. It is romantic cruises down the Nile, the culture of Cairo, a night at the grand opera, a trek up Mt Sinai, the ancient monastery at St. Catherines, the popular diving and scuba diving Red Sea resorts, Alexandria and its surrounding beautiful beaches and Mediterranean resorts. Egypt also offers nature and desert treks, great scuba diving, fishing, golf, and birding expeditions. It is part of the Holy Land, and tours to Christian and other religious monuments are popular. Egypt is a land bustling with life, sound, visual beauty and excitement. For thousands of years, it has been the playground of emperors and kings, and now from tradition to modernity, Egypt is a country which has succeeded in creating a present that is as fascinating as its past. Egypt was one of the greatest civilizations tha t have ever existed with memorable monuments (Allen, 2009). Ancient Egyptian had a well-defined, deeply conservative ideology which was firmly based on doctrines of conformity, continuity, and precedent. Each pharaoh ruled not according to written law, but on the basis of precedents set by the gods and by earlier rulers. Egyptian ideology fitted the kings of the past and their great monuments into a majestic, linear scene. The early Egypt civilization developed a formalized style of painting and sculpture and was very spiritual and believed in life after death (Sayyid-Marsot, 2007). Early Egyptians participated in war dancing, gymnastic games, swimming and even wrestling. Children had toys which were dolls, tops, hoops, jumping jacks, skin or leather balls, marbles, and dice, the balls were mainly for ball games which were used by tossing and juggling. Religion The Egyptians as a race were profoundly religious. They recognized divinity in everything around them; the whole universe breathed of God. Birds reptiles, animals and trees were permeated with the divine essence; they saw God as a plurality in unity. The spirit of God was infused into everything, so the powers of Nature, the elements, were also divine, and was personified as the Elementals of earth, sky, air and water. Attributes and functions were also personified, sometimes in human, sometimes in animal form, which became, for the time being, the manifestation of a special attribute of deity, the abode of the God, the symbol of a power divine. Thus a multiplicity of gods is presented, which is at first confusing (britannica, unknown).To understand the subject, comparison must be made with the beliefs and religions of other lands, not only of the past but of the present Man of the inferior gods are seen to be parallel to angels and archangels, to spirits that assist mankind in his p rogress through this world and through the next, and are by no means to be confused with the great gods. Many of the deities are only aspects, forms, of God. The official religion of Egypt is Islam and most of the Egyptians adhere to its Sunni branch (britannica, unknown). Gods were worshiped in temples that were brought by priests that act on the king`s behalf. Also, Priests had a system of oracles to communicate the will of god to the people. The Egyptians did have a somewhat currency. There was a system that was used as a currency which was weights of gold, silver and copper. However, around 500BC there were coins as a currency (Sayyid-Marsot, 2007). Hedj which means money was close to what is called to be a currency that was used for exchange of money. The writing of the Egyptians was composed of many symbols which same symbols can serve different purposes. The Hieroglyphic writing was a formal script used on stone monuments and in tombs. The Olmec New World Civilization The Olmec is considered to be one of the greatest civilizations in Mesoamerica. The Olmec was traced to the area of San Lorenzo Tenochtitlan city. The first city for San Lorenzo was The Olmecs and it was an important civilization for around 500 years (Encyclopedia).Prior to the Olmecs, the Indians of Mexico were hunters and gathers. They were nomadic, spending very little time in one location. As soon as the animals they hunted became scarce in one area, they gathered the few belongings they had and moved to a new location with the hope of more plentiful game. When the Olmecs settled in southeastern Mexico, they established agricultural staples such as corn, squash and beans. They also constructed large cities, religious centers, and trade routes. They developed a distinct culture, characterized by highly developed art and religion (Rosenswig, 2010). The Olmec had a great run in history between 1200 B.C. and 400 B.C. Back in those days, they were the record setters in this part of the world. For example, they were the first in the Americas to develop a written language. And they were the first in the Americas to build pyramids. But sadly, many of their accomplishments have disappeared over time. Today, we know almost nothing about the Olmec and their amazing culture. As a matter of fact, we do not even know what they called themselves! The Aztec Indians gave the tribe the name Olmec. It means rubber people. The Aztecs called them this because the Olmec supplied them with sap from rubber trees. Apart from being known as the rubber people, the Olmec were equally famous for their colossal heads. Each colossal head was a sculpture carved out of a single block of stone. The stone was quarried in the Tuxtla Mountains. To date, we do not know for sure how the Olmec transported the stone and who the colossal heads were supposed to repres ent. Many researchers believe that the Olmec used rafts to carry the stone. And they made the colossal heads to portray their famous rulers. Thus far, scientists have unearthed more than a dozen colossal heads. They all had slanted eyes and large lips. The biggest one is about 3.4 meters tall. It weighs over 20 tons. The Olmec created several monuments which are colossal heads, Small Feline, Feline-Jaguar, cross legged pose, and many more. One of the similarities of the Egyptians and the Olmec is the monuments. The Olmec Center at San Lorenzo, Honduras, contains several huge carved heads. Some of them are 9 feet high and weigh about 40 tons. The heads may be portraits of Olmec leaders or of players in a sacred ball game. The stone used for the sculptures came from a site more than 250 miles away. The Olmec transported this stone over mountain ranges, rivers, and swamps. The Olmec altar has a carved figure at the base situated at the mouth of a cave. This figures elaborate headdress shows that he is a ruler. The ruler holds a rope that winds around the base of the altar and binds a carved figure at the back. Scholars believe that the altar was used as a throne (Encyclopedia). Differences between Egypt and Olmec The belief systems of the Egyptians and Olmec civilizations also had similarities and differences. Most of the people of Egypt practiced polytheism. Although this religion had many gods, it recognized one supreme god or life force. Like polytheism, the Olmec religion also had several gods. A rain god shown as half-human and half-jaguar dominated their religion. But unlike the Egyptians, the Olmec probably did not view this rain god as a supreme god. Both the Egyptians and Olmec built great temples for worship. Egyptian builders constructed many types of temples. One type had a square shape with a pillared front porch and a flat roof. The other type also had a square structure, but its roof had a pyramid shape. The Olmec constructed entire buildings that were pyramids and probably used them as temples. So two civilizations, thousands of miles apart with no direct connection, both used the pyramid shape for their houses of worship (Olmec Meso).
Tuesday, August 20, 2019
Science, Technology, and Human Values Essay -- Slaughterhouse-Five Ess
Science, Technology, and Human Values in Sigmund Freud's Civilization and Its Discontents, Henrik Ibsen and Arthur Miller's An Enemy of the People, and Kurt Vonnegut's Slaughterhouse-Five Technology has advanced to the point where it touches our lives in nearly every conceivable way-we no longer have to lift a finger to perform the most trivial tasks. The wealth of information and science we have learned in the last few centuries have made our lives easier but not always better, especially when concerning civilization as a whole. Ibsen, Freud, and Vonnegut argue that human values have not kept pace with knowledge's unceasing expansion, which has become an anathema for the individual person and deleterious to society's delectation, albeit without people's entire comprehension. Henrik Ibsen, as adapted by Arthur Miller, uses his play An Enemy of the People to illustrate how one's contentedness is not necessarily aided by technology but in many instances in fact hindered. When the town's main industry, Kirsten Springs, becomes polluted it raises queries from Dr. Stockmann as to its hazardousness to its occupants. Nearly all residents of the little Norwegian city rally behind Aslaksen, the printer and leader of the business class, in destroying the doctor's credibility so that his accusations of the dangerous water will never be believed by tourists, which would result in a prodigious financial loss for all. This quaint town is a representation of humanity's tendencies towards egoism. When money is involved, it doesn't matter what the risk is, regardless of physical injuriousness and potential loss of life. The springs symbolize technology and Dr. Stockmann stands for venerable human values. The technology has become prosperous ... ...ges of technology outweigh the disadvantages to the collective human values of society. Science and Technology are not pursued to improve the moral values of man and as such will be perpetually in disagreement. Humanity will never cease to create new technologies and learn about the universe through scientific methods. A person's values on the other hand are not actively augmented and will suffer. Society is in need of a refreshing of ethics that stays on par with the development of man's other creations. Works Cited Freud, Sigmund. Civilization and Its Discontents. Ed. and Trans. James Strachey. New York: Norton, 1962. Ibsen, Henrik and Hampton, Christopher (translator). An Enemy of the People. Boston: Faber and Faber, 1997 Stoppard, Tom. Arcadia. London: Faber and Faber, 1993. Vonnegut, Kurt. Slaughterhouse-Five. New York: Dell Publishing, 1998.
Monday, August 19, 2019
Personal Diet and Weight Loss Management Analysis Essays -- losing wei
Personal Diet and Weight Loss Management Analysis      Each morning I get on the scales and hope that I can celebrate losing a pound or two. The numbers I see on the scale represent a gauge that keeps me moving forward in a weight loss program. When I look at the numbers on the scale I realize I am making progress in losing weight, however, am I putting my body at more risk just by limiting certain foods? Comparing and contrasting my typical diet to the amounts of daily nutrients recommended in the United States Department of Agriculture (USDA) Food Guide Pyramid has proven that I am not a healthy eater. I may have to make some dramatic changes or face significant health issues in the future. After reviewing several plans, I have chosen the South Beach Diet to follow to take advantage of the healthy benefits of following a low-carbohydrate diet.      The analysis of my dietary intake for two days is demonstrated on the chart below with the USDA guidelines for my age, gender and lifestyle group, a sedentary female over 50, as a comparison to the food groups and nutrients consumed (Dietary Guidelines for Americans, 2005):      Figure 1: Personal Diet as compared to Recommended Nutrition Intake      Nutrient     Recommended     Day 1     Day 2     Findings Energy Intake     1600 calories     1770     1541     Need to stabilize Grain Group     6 servings     5     3     Need to stabilize Vegetable Group     3 servings     3     1     Need to stabilize Fruit Group     2     1.5     1     Need to increase Meat Group (ounces)     5     2     1.25     Need to increase Protein Grams     72.8     90     58     Need to stabilize Fat Grams     53     93     62     Need to reduce Carb Grams     217     232     180     Need to stabilize Fiber Grams     20-50     15     14     Need to increase Water (ounces)     64     48     32     Need to increase Sodium mg     1423     1820     940     Need to stabilize Iron as % of RDA     14     2     6     Need to increase      Nutrient     Recommended     Day 1     Day 2     Findings Cholesterol mgs     184     331     75     Need to stabilize Calcium as % of RDA     1000-2000mg = 100%     28%     25%     Need to increase      The comparison of my two-day nutrition intake to recommendations demonstrates that I do not consistently consume a healthy diet. I do not follow the recommendations in the Food ... ...                       Turkey Roll up (2 slices Turkey breast in Lettuce leaves)     54     10     2     1     0     604     17     1 Cilantro Mayonaise (1tbsp)     36     0     3     3     1     104     4     0 Water                                        Lunch                                        Crab Cobb Salad     267     27     12     13     4     1012     95     4 Water                                        Mid Afternoon Snack                                        Celery stuffed with one wedge Laughing Cow Light Cheese     47.2     2.85     2.6     2.5     1     296     0     0 Water                                        Dinner                                        Chicken en Papillote     144     27     4     2     0     86     65     1 Roasted Eggplant and Peppers     193     2     16     14     2     5     0     5 Lemon Zest Ricotta Cream     178     14     7     10     6     155     38     0 Red Wine (3.5 oz)     75     0     3     0     0     0     0     0 Water                                        Daily Totals     1280     105.4     64.1     61     20     2965     659     14
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