Kindergarten Curriculum Essay

I. INTRODUCTION â€Å"The first years of life are important because what happens in early childhood can matter in a lifetime. † (Harvard, 2009) The Department of Education (DepEd) having been a strong advocate of early childhood education has implemented various programs for preschoolers for decades now. The Department further strengthens this through the inclusion of kindergarten in the K to 12 basic education curriculum in the country. DepEd believes Kindergarten is a transition stage between informal literacy and formal literacy (grade 1-12). This is the period of greatest growth and development, when the brain develops most rapidly, almost at its fullest. It is a period when walking, talking, self- esteem, vision of the world and moral foundations are established. Children at this stage should be immersed with activities, games, and plays to naturally acquire the skills/competencies appropriate for their holistic development as emergent literates and be ready for formal school. According to National Association for the Education of Young Children (NAEYC) kindergarten is a critical year where children’s experiences nurture positive approaches to learning and prepare children for the more rigorous academic expectations of the primary grades (NAEYC, 2009). Therefore, kindergarten teachers should guide the learners using an engaging and creative curriculum that is developmentally appropriate. Republic ACT 10157 also known as the Kindergarten Education Act which was signed into law by President Benigno Aquino III on Jan. 20 makes kindergarten â€Å"the first stage of compulsory and mandatory formal education. † For public schools, the kindergarten education program will be free of tuition and other school fees. With the Kindergarten Education Act, the kindergarten education program will be comprised of one year of preschool education for children aged five and above. The act also pushes for the conceptualization and development of a regular training program for kindergarten teachers to ensure that teaching styles, methodologies and approaches are always in line with modern trends in and issues on education. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 1 K TO 12 – KINDERGARTEN II. FRAMEWORK The Kindergarten Curriculum Framework draws from the principles and goals of the K to 12 Philippine Basic Education Curriculum Framework. It is likewise aligned with National Early Learning Framework (NELF). It clearly depicts the developmental tasks and milestones of 5 to 6 year-olds and how educators can guide them to develop holistically. Figure 1. The Kindergarten Curriculum Framework K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 2 K TO 12 – KINDERGARTEN The framework is composed of two parts. The rectangular figures show the teaching-learning theoretical bases, beginning with the comprehensive Developmentally Appropriate Practices (DAP), then moving up to the principles and leading to the approaches. The circle consists of three main components, (1) Developmental Domains, (2) Learning Areas, and the (3) Curricular Themes. At the center is the Filipino child who is envisioned to be functionally literate and holistically developed. A. PRINCIPLES A developmentally appropriate curriculum is one that is age-appropriate, individually appropriate and socio-culturally appropriate ( NAEYC, 2009) This Kindergarten framework considers the developmental benchmarks of Filipino five-year-olds, recommends the use of strategies that address needs and interests of the learners, and uses the mother tongue as medium of instruction. Kindergarteners are constantly developing in the different domains (cognitive, language, physical, creative and aesthetic, socio-emotional, and values and character). The National Early Learning Framework (NELF), formulated by the Early Childhood Care and Development Council, views the Filipino Child as the most important asset of the nation. NELF furthers its view of the Filipino Child as†¦ †¦as a human being who loves God, parents, and country; is proud to be a Filipino; honors the customs , traditions and good values of the people, knows his/her basic rights; respects other cultures and is able to live in peace and harmony with all. Thus beginning at an early age the child must be cared for and given all the opportunities to address current developmental needs and prepare him/her for lifelong learning. Kindergarten classrooms, therefore, should multi-level because kindergarteners will differ in their development in each domain. The following are situations that a kindergarten teacher should put to mind. 1. 2. 3. 4. 5. 6. every classroom is a multi-level classroom every teacher is a multi-level facilitator every learner is unique every learner has particular intelligence or intelligences every learner has his/her own learning styles every learner has his/her own particular needs a. cognitive b. physical c. socio-emotional 3 K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012. K TO 12 – KINDERGARTEN 7. every learner has his/her own particular wants and interests 8. every learning has a right to develop uniquely from the others This framework upholds the sixteen (16) general principles of the NELF as guides on (1) child growth and development (2) learning program development and (3) learning assessment development: 1. ON CHILD GROWTH AND DEVELOPMENT The following are the general guiding principles on child growth and development: 1. Every child is unique. Growth and development varies from child to child of which the first six years of life are most vital. He/she has an innate desire to learn and is best done through meaningful and real experiences. 2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring environment that enhances healthy and dependable relationships with other children and most significant adults. 3. The learning and development of every child involves a series of complex and dynamic processes that are best attended to in a more positive and responsive manner. 4. The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies. 5. Every child is a thinking, moving, feeling and interactive human being able to actively participate in the learning and development of self in the context of one’s family and community including cultural and religious beliefs. 2. ON LEARNING PROGRAM DEVELOPMENT The following are the general guiding principles on learning program development: 6. The learning program is child centered. It promotes the holistic way by which young children grow and develop; and recognizes the role of families and communities to support the child through various stages of growth and development. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 4 K TO 12 – KINDERGARTEN 7. The learning program is appropriate for developing the domains of development identified in the NELF; and must sustain interest in active learning of all young children including those with special abilities, are marginalized and/or at risk. 8. The learning program is implemented by way of diverse learning activities that may be enhanced with technologies such as interactive radio and audio/video clips for learning areas. 9. The use of learning materials and other resources that are locally developed and/or locally available is encouraged. 10. The mother tongue shall be used as the child’s language of learning in the early years and shall be recognized as a bridge language of learning. 3. ON LEARNING ASSESSMENT The following are the general guiding principles on learning assessment development: 11. Assessment is done to monitor learning, know where the child and inform parents of the child’s progress. 12. Assessment is essential to identifying the child’s total developmental needs and does not determine academic achievement. 13. Assessment is best conducted on a regular basis so that a timely response may be made to improve learning areas. 14. The results of the assessment of learning of a child shall be kept strictly confidential 15. Ratings should be qualitative/descriptive and not only numerical. 16. The family and community may be informed of the general outcomes of learning in the early years so as to encourage further cooperation and partnerships The framework espouses teaching-learning approaches that are constructivist, integrative, thematic, collaborative, i n q u i r y – b a s e d and reflective, in order to be aligned with Developmentally Appropriate Practices, NELF and K to 12 Framework. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 5 K TO 12 – KINDERGARTEN B. Component 1: The Developmental Domains and Benchmarks/Expectations Component 1 : shows the developmental domains represented by the six interlocked ellipses. They are arranged to form a flower in order to emphasize Erikson’s epigenetic principle. This principle states that development happens through a gradual unfolding. The child is seen as being in the process of blossoming, a little like a rose bud, that should not be hurried, lest it loses its chance to fully develop. These domains are the developmental tasks or milestones that kindergarteners are expected to attain. These includes: (1) Physical Health, Well-being and Motor Development, (2) Social-Emotional Development, (3) Character and Values Development (4) Cognitive/ Intellectual Development (5) Language Development, and (6) Creative and Aesthetic Development. The following are the six domains. 1. Physical Health, Well-being and Motor Development refers to a child’s physical growth, health and safety, and the development of skills related to the use of large and small muscle groups. Domain 1: PHYSICAL HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Sub-domain Physical Health †¢ †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The child demonstrates adequate growth (weight, head circumference) The child has adequate sensory systems to participate in daily activities. The child has adequate stamina to participate in daily activities. The child shows control and coordination of body movements involving large muscle groups. The child can control and coordinate hand and finger movements. o Copies a simple pattern of different basic shapes o Draws a human figure (head, eyes, mouth, trunk, arms, legs, etc. ) without prompts o Draws a house without prompts using geometric forms o Colors with strokes staying within the lines The child participates in basic personal care routines o Feeds self-using fingers without spillage o Prepares own food o Dresses without assistance, including buttoning and tying o Wipes/Cleans him/herself after a bowel movement 6 Gross Motor Skills Development Fine Motor Skills Development †¢ Personal Care and Hygiene K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 K TO 12 – KINDERGARTEN o o Brushes teeth after meals without having to be told Washes and dries face independently without having to be told 2. Social – Emotional Development refers to the child’s ability to know one’s self, express and understand feelings, and relate to others. Domain 2: SOCIAL AND EMOTIONAL DEVELOPMENT Sub-domain Emotional Expression †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The child expresses different basic emotions. The child demonstrates ability to self –regulate feelings/emotions and follows schedules as well as rules and regulations. The child comprehends and displays self-appraisal emotions (shame, pride, guilt). The child is receptive to the different emotions of other people and shows empathy. The child expresses knowledge of self and basic roles of people in his/her immediate environment. The child forms healthy attachments to primary caregivers and other significant adults and children in his/her life. The child plays and has positive interactions with other children. The child has positive relations and interactions with adults. The child takes social cues from the environment and adjusts his behavior accordingly. The child recognizes and respects similarities and differences in people, language, culture. Emotional (Receptivity to Other’s Emotions) Social (Emerging Sense of Self) Social (Forming Attachments) (Interactions with Other Children) Social (Interactions with Adults) Social (Sensitivity) Social (Appreciating Diversity) 3. Character and Values Development refers to a developing understanding of justice and fairness, right and wrong, love and respect for different arenas of the child’s life. Domain 3: CHARACTER AND VALUES DEVELOPMENT Sub-domain Personal Values (Honesty) †¢ Benchmarks/expectation from 5 to 6 year-olds The child demonstrates honesty in words and in actions. 7 K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 K TO 12 – KINDERGARTEN Personal Values (Responsibility) Interpersonal Values (Love of Family) †¢ †¢ The child takes on responsibility and accomplishes these as best he/she can. o Does his/her share of work in the classroom o Does and finishes assigned tasks without prompting The child loves, respects and feels he/she belongs to a family unit. Interpersonal Values (Pakikipagkapwa) †¢ †¢ †¢ †¢ †¢ Nationalism (Love of Community) Nationalism (Love of Country) The child shows respect for others, children, and adults alike. The child demonstrates concern for others. The child opts for cooperative, non-aggressive means for achieving goals and resolving conflict. O Works well with others The child demonstrates knowledge and love for his/her community or neighborhood. The child shows respect and love for the Philippines. o Knows he/she is Filipino o Keeps during flag ceremony o Knows name of country The child shows interest in and wonder at nature. The child demonstrates a caring attitude towards nature’s creatures and its resources. The child shows respect and love for the Creator. Spiritual (Appreciation of Nature) Spiritual (Care for Nature and Its Resources) Spiritual (Love for the Creator) †¢ †¢ †¢ 4. Cognitive/Intellectual Development refers to a child’s ability to abstract, understand concepts and their logical relations, and to manipulate them to arrive at new ideas or conclusions. Domain 4: COGNITIVE DEVELOPMENT Sub-domain Attention and Activity Level †¢ Benchmarks/expectation from 5 to 6 year-olds The child is able to sustain attention and modulate his activity at age-expected levels. 8 K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 K TO 12 – KINDERGARTEN o Sustains attention and concentration on a tabletop activity for 15-20 minutes o Can work on a school assignment with minimal supervision o Can work on a school assignment independently The child develops basic concepts pertaining to object constancy, space, time, quantity, seriation, etc. and uses these as the basis for understanding how materials are categorized in his/ her environment. o Can tell which is the left and right people facing him/her o Knows the difference between yesterday, today, and tomorrow o Understands the concept of number-quantity relations for 1-10 o Demonstrates concept of addition using finger or objects o Demonstrates concept of subtraction using fingers or objects The child is able to understand the cause –effect relationships. The child is able to recall people he has met, events, and places he has been to. The child is able to store verbal information in short and long –term memory. o Can recite the days of the week with some errors o Remembers lessons learned in school even after several days have passed o Can recite the days of the week with no errors o Can recite the months of the year with some errors The child is able to follow the logic of events (i. e. , reasons why these happen) and draw accurate conclusion by evaluating the facts presented to him. o Knows that certain elements remain the same even if their positions changes o Able to predict what will happen next in a story o Can predict how a story will end half-way through The child is able to plan and organize a simple, familiar activity. o Can plan how he/she will carry out an activity without adult guidance The child is able to generate new ideas or concepts, or new associations between existing ideas or concepts. o Can draw things or scenes from experience but with no actual model or reference o Can draw or paint things that do not exist in real life The child is able to shift to more adaptive cognitive processing strategies in order to effectively deal with new and unexpected conditions in his/her environment, including problem situations. Higher-Ordered Mental Abilities (Concept Formation) †¢ Higher-Ordered Mental Abilities (Cause-Effect Relationships) Memory (Memory for Experiences: Episodic Memory) Memory (Memory for Concept-Based Knowledge: Semantic Memory †¢ †¢ †¢ Higher-Ordered Mental Abilities (Logical Reasoning) †¢ Higher-Ordered Mental Abilities (Planning and Organizing) Higher-Ordered Mental Abilities (Creative Thoughts) †¢ †¢ Higher-Ordered Mental Abilities (Cognitive Flexibility) †¢ K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 9 K TO 12 – KINDERGARTEN 5. Language Development refers to a child’s ability to understand and use language to communicate ideas, learn to acquire language skills in preparation for reading, writing and counting. Domain 5: LANGUAGE, PRE-READING AND PRE-MATH Sub-domain Receptive Skills Development Expressive Skills Development Pre-Reading and Pre-Math (Matching) Pre-Reading and Pre-Math (Rote Sequencing) †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The child is able to understand both verbal and non-verbal forms of communication. The child is able to use words and gestures to express his thoughts and feelings. o Draw and tells a story about his drawing The child is able to match identical objects, colors, shapes, symbols. Pre-Reading and Pre-Math (Copying Letters and Numbers) The child is able to recite the alphabet and numbers in sequence. o Sings the alphabet song perfectly o Names more than 5 letters o Associates 2 letters with their sounds o Counts from 1 to 10 perfectly o Associates more than 5 letters with their sounds †¢ The child is able to copy letters and numbers. o Prints complete name without model o Prints upper case letters with a model with no reversals o Prints lower case letters with a model with some reversals o Prints numbers 1-5 with a model with some reversals o Prints upper case letters without a model and with no reversals o Prints lower case letters without a model and with no reversals o Prints numbers 1-5 without a model and with no reversals 6. Creative and Aesthetic Development refers to the child’s awareness of and development of their innate talent and creative skills. The domain includes music, visual arts, drama, dance and creative movements. This domain is a recent addition because it is recognized as equally important as the other five domains in the development of the young learner. Thus, the benchmarks and expectations particular to this domain are yet to be finalized. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 10 K TO 12 – KINDERGARTEN C. Component 3: The Curricular Themes Component 3 provides the curricular themes for integrating the five (5) learning areas to develop the six (6) domains for the holistic and functional development of the kindergartner. These curricular themes adheres to Brofenbenner’s Bio-ecological Theory, that defines â€Å"layers of environment, each having an effect on a child’s environment. † 1. Myself – concepts and ideas that help the learners understand himself/herself better so that he/she will develop as an individual. 2. My Family – concepts, ideas, practices that guides the child to be responsible and proud of himself and his family. 3. My School – concepts, ideas, practices, and situations that help the child understand how to be an individual and socialize with other learners, teachers, school personnel and other members of the school. 4. My Community– concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so that he/she will become functional and responsive member of the community. 5. More Things Around Me – all other concepts, ideas, practices, situations, and responsibilities not covered by themes 1 to 4 but which may be relevant to the community, culture, and interest of the leaner. Figure 2 The Curricular Themes K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 11 K TO 12 – KINDERGARTEN III. OVERALL GOAL AND OUTCOMES A. Overall Goal: Five-year old Filipino children will be prepared for life. B. Outcomes: By the end of the KINDERGARTEN year, we will have children who are: effective communicators in their mother tongues; healthy and physically active; respectful, honest, God-loving; proud of themselves, their family, culture, heritage and country; creative and appreciative of the arts, and caring of the environment; inquisitive, enthusiastic and engaged learners. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 12 K TO 12 – KINDERGARTEN TRANSITION FROM KINDERGARTEN TO GRADE 1 Figure 3. Kindergarten-Grade 1 Transition Paradigm Transition Paradigm Kindergarten Education generally addresses the different developmental domains of the 5-year olds. But, as mentioned earlier, the domains are amorphous or do not have shape; hence learning areas are identified. The learning areas transition the domain-based curriculum of kindergarten to the content-based curriculum of grade 1 to 12. This design allows for a smooth transition from Kindergarten to grade 1 thereby making it seamless. IV. CONTENT AND PERFORMANCE STANDARDS Domains : CHARACTER AND VALUES DEVELOPMENT Strand Content Standards Social –Emotional Development Ang bata ay †¦ ? Kagandahang Asal ? ? ? Nagkakaroon ng kaalaman sa pagpapahalaga sa sarili Nagkakaroon ng kaalaman ukol pakikipagkapwa Nagkakaroon ng kamalayan sa konsepto ng disiplina Nagkakaroon ng pagpapahalaga sa Panginoon Nagkakaroon ng kamalayan sa pananagutang panlipunan (tungkuling pantahanan at pampaaralan Nagkakaroon ng kaalaman sa sariling damdamin Performance Standards Ang bata ay inaasahang†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ nakapagpapakita ng paggalang sa sarili sa lahat ng pagkakataon nakapagpapakita ng katapatan sa kanyang ginagawa nakapagpapakita ng pagmamahal at paggalang sa mga kasapi ng maganak nakapagpapakita ng pagmamahal at paggalang sa kapwa nakatatanggap at naisasagawa ang mga itinakdang tungkulin nakapagpapakita ng pagmamalasakit sa kalinisan at kaayusan ng kapaligiran nakapagpapakita ng pagmamahal sa Panginoon nakikisali nang may sigla sa mga pangkatang Gawain nakakatulong sa mga gawaing tahanan at paaralan sa kanyang gawin ? ? ? Pagpapaunlad sa kakayahang sosyo-emosyunal ? ? Nakikilala at natatanggap ang nakapagpapahayag ng iba’t ibang damdamin sa tamang paraan nakapagpapahayag ng kakayahang mapigil ang mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin †¢ nakauunawa at nakapagpapakita ng sariling emosyon †¢ nakapagpapakita ng pagtanggap at pag-unawa ng emosyon ng ibang tao K TO 12 – KINDERGARTEN emosyon ng ibang tao †¢ †¢ ? Nagkakaroon ng mabuting pakikipag-ugnayan sa kapwa at nakatatanda †¢ †¢ †¢ ? Nagkakaroon ng kamalayan ukol sa pagkakaiba ng tao †¢at nakapagpapahiwatig ng pagdamay sa damdamin ng iba (empathy) naipahihiwatig ang akma at katanggap-tangap na reaksiyon sa damdamin ng iba naisasaalang-alang and damdamin ng iba at nakikisali sa kasiyahan / Nakikiramay sa kalungkutan ng iba nakapagsisimula ng laro naipadadama at naipakikita ang pagmamahal sa mga nakatatanda at mga bata nakikisalamuha sa mga kilalang nakatatanda sa pamamagitan pakikipag-usap at pakikipaglaro nakikilala at natatanggap ang pagkakaiba ng tao o wika o kasuotan o kagamitan o kakayahan o kulay nakikilala ang mga kasapi ng pamilya nailalarawan ang iba’t-ibang bahagi ng bahay natutukoy ang mga tao sa paaralan natutukoy ang mga lugar sa paaralan natutukoy ang mga katulong sa pamayanan(community helpers) Natutukoy ang mga lugar sa pamayanan naipapakita ang paggalang sa pambansang watawat at pambansang awit Pamilya Paaralan Pamayanan Bansa ? Pagkilala sa sarili bilang kabahagi ng pamilya ? Pagkilala sa sarili bilang kabahagi ng paaralan ? Pagkilala sa sarili bilang kabahagi ng pamayanan ? Pagkilala sa sarili bilang kabahagi ng bansa †¢ †¢ †¢ †¢ †¢ †¢ †¢ Domains: HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Strand Content Standards Physical Education and Health The learner†¦ Health ? acquires and practice sound health habits ? acquires attitudes, knowledge, and skills about physical activity for maintaining physically fit lifestyles Safety ? identifies and practices appropriate K to 12 Curriculum Guide Science – version as of January 31, 2012 Performance Standards The learner†¦ †¢ demonstrates health habits that keep their bodies clean and sanitary. †¢ shows sufficient energy to participate in daily activities (Physical Fitness) †¢ demonstrate safety practices at home, in school, at the playground and 15 K TO 12 – KINDERGARTEN safety procedures ? demonstrates fundamental gross motor skills properly †¢ †¢ †¢ ? Demonstrates competence in various fine motor skills ? demonstrates sensory perceptual skills †¢ †¢ †¢ †¢ the neighborhood. demonstrates locomotor skills such as walking, running, skipping, jumping climbing correctly demonstrates non-locomotor skills such as pushing, pulling, turning, swaying, bending correctly. demonstrates receptive and projective (manipulative) skills such throwing, catching, kicking correctly demonstrates fine motor skills such as cutting, writing, drawing, using spoon and fork correctly demonstrates awareness of the position and movement of one’s body. (Body awareness) demonstrates visual discrimination skills like, identifying same and different, missing parts, which does not belong (Visual Discrimination) creates representations like shapes, letters, pictures (Form perception representations) Physical Education Sensory-perceptual Domains: CREATIVE AND AESTHETIC DEVELOPMENT Strand Discovery Content Standards The learner†¦ ? appreciates the beauty of nature Exposure ? appreciates the different art forms (music, dance, drama and visual arts) ? evaluates music, dance, drama and visual arts ?uses a variety of materials, tools, techniques and processes in the arts (music, dance, drama and visual art) Performance Standards The learner†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ observes things and occurrences in nature shows interest in examining various things found in nature identifies the various art forms demonstrates interest and enjoyment in viewing, and listening to artistic performances and works of art chooses music, dance, drama and visual art that they prefer describes the characteristics of music, dance, drama and visual art that they prefer participates in the creation of music, dance, drama and visual art creates visual arts using different materials creates rhythm responds to different beat, pitch, melody, dynamics, tempo, mood, dynamics using creative movement role plays a story. Evaluation Production K to 12 Curriculum Guide Science – version as of January 31, 2012 16 K TO 12 – KINDERGARTEN Domains : LANGUAGES DEVELOPMENT Strand Listening and Viewing Content Standards The learner†¦ ? ? ? ? ? ? ? ? ? discriminates sounds listens for directions listens to stories expresses oneself asks and answers questions shares information tells stories gives directions analyzes meaning sounds (Phonemic Awareness) Performance Standards The learner†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ distinguishes different types of sounds follows simple directions comprehends simple and familiar stories increases his/her vocabulary for describing things and expressing ones feelings answers and responds to questions accordingly increases his/her vocabulary in sharing information narrates simple and familiar stories gives simple directions Identifies and distinguishes sounds distinguishes vowel and consonant sounds blends and segments words blends and segments words matches letters to their sounds (and vice versa) recognizes and names all uppercase and lowercase letters of the alphabet. Decodes basic sight words identifies common words understands that printed materials provide information reads using correct directionality reads using proper intonation analyzes and comprehends simple narrative analyzes and comprehends simple information/factual texts writes words and phrases using a mix of invented and conventional spelling writes words and phrases using manuscript form composes own stories with a clear beginning, middle and end composes own stories using pictures composes informational/factual texts using own words composes information/factual texts using illustrations Speaking Reading ? decodes words ? Demonstrates book knowledge and print awareness ? comprehends simple texts Writing ? writes using the correct mechanics ? writes narrative and informational/ factual texts K to 12 Curriculum Guide Science – version as of January 31, 2012 17 K TO 12 – KINDERGARTEN Domains : COGNITIVE / INTELLECTUAL DEVELOPMENT Strand MATHEMATICS Number Sense of Whole Numbers Content Standards The learner†¦ ? begins to understand the relationship between numbers and quantities up to 10. ? begins to understand, to describe simple addition and subtraction, and to use them to solve problems. The learner†¦ †¢ recognizes sets of objects up to 10 †¢ compares two or more sets of objects up to 10 †¢ recognizes, represents, matches, names, reads, counts, and writes whole numbers up to 10 †¢ compares and orders whole numbers up to 10 †¢ uses the words â€Å"put together,† add to,† and â€Å"plus† to understand the concept of addition †¢ uses the words â€Å"take away† and â€Å"minus† to understand the concept of subtraction †¢ uses manipulative to explore the concepts of addition and subtraction with sums or differences between 0 to 10 †¢ uses concrete objects to determine answers to addition and subtraction problems †¢ divides a whole into two or four equal parts. †¢ explores the environment to observe, identify, describe, and compare 2- to 3- dimensional objects †¢ compares shapes, sizes, and positions of 2- to 3-dimensional objects †¢ uses manipulative to create 2- to 3-dimensional objects †¢ observes sunrise and sunset to tell the time of the day (morning, noontime, evening) †¢ tells the number of days in a week and the months in a year †¢ measures and compares the length, mass, and capacity of familiar objects using non-standard units †¢ participates actively in gathering information about objects or events in their environment. †¢ makes a graph or chart based on the information gathered †¢ answer questions about the graph or chart Performance Standards Operations of Whole Numbers Number Sense of Fractions Geometry Measurement? understands the concept of dividing wholes into equal parts. ? begins to identify the common 2- to 3dimensional objects in the environment and describes their shapes, sizes, and positions. ? understands the concept of time, length, mass and capacity and the nonstandard units to ? Measures them. ? starts to make a graph or chart based on the information gathered about objects or events in their environment. Statistics K to 12 Curriculum Guide Science – version as of January 31, 2012 18 K TO 12 – KINDERGARTEN Strand SCIENCE Content Standards The learner†¦ The learner†¦ †¢ †¢ †¢ Performance Standards Scientific Thinking and Practice †¢ understands the processes of scientific investigations uses observation and questioning skills in the science inquiry asks and answers questions about surroundings and share findings with classmates records observations and data with pictures, numbers and/or symbols People, Animals and Plants. Knows the similarities and differences of living things knows that living things are made up of parts that have specific functions knows the changes in living things over time †¢ Earth (Weather) †¢ knows that weather changes and that it affects people People †¢ identifies the similarities and differences of people †¢ identifies the body parts of living things and its specific functions †¢ identifies the five senses and how they are used †¢ uses the senses to observe surroundings and classifying objects observed.

Nutrition Essay

Shakton Andrews March 27, 2012 4. 07 Movie Matinee Shakton Carbohydrate was chatting happily with a jar of paprika in the pantry when someone started calling her name. The voice got closer and soon, two hands appeared on the shelf. Whose head popped up above them but that of Norman Nutrition! â€Å"There you are, Shakton! † he said with a smile. â€Å"Hi there, Norman! † Shakton replied. â€Å"Listen, Shakton, we have a big problem— the Jones family isn’t eating right. They’re only eating donuts, candy, chips, and sodas. We have to do something! I’m calling on all the food groups to help me out.We’re going to show them how to eat healthy again. † â€Å"Of course I’ll help. We need to teach the Jones to eat properly or else they’ll be sick and overweight,† Shakton answered. â€Å"Good! Remember, meet me at the dining room table at supper time with three friends,† Norman said. Then he waved and jumped o ff the shelf to tell the other food groups about the Jones’ problem. â€Å"Bye, Paprika! Duty calls! † Shakton said, waving to his friend before jumping off the shelf like Norman. As Shakton floated down to the floor, he thought about who he should bring to the dining room with him. The Jones kids are fun and like to play. I should bring some friends that are fun! † And with that, Shakton headed to the kitchen. â€Å"Corn has lots of carbs; my friend Corn on the Cob would be perfect for the Jones kids! † Shakton decided, and made his way to the refrigerator. Opening the door was a challenge too big for little Shakton, so he had the family dog, Oscar, help her. With his teeth, he pulled on the towel Mrs. Jones kept tied to the refrigerator door handle. The towel stretched for a second, and then the door opened with a whoosh of cool air.How to open the drawer where Corn on the Cob lived was a harder problem to solve. Eventually, though, Oscar and Shakton fig ured it out. Oscar held Shakton carefully in his mouth while he grabbed hold of the drawer handle. Then, he pulled and the drawer slid open with a squeak. â€Å"Thanks, Oscar,† Shakton called as the dog trotted off. â€Å"Hey, Shakton, is that you? † Corn on the Cob asked from where she sat at the back of the drawer. â€Å"Yep, that’s me! † Shakton answered, jumping down into the drawer. Corn on the Cob ran over and gave her a hug. â€Å"I need your help,† Shakton began, returning his friend’s hug. Of course, anything! † And so Shakton explained the Jones’ problem. When he finished Corn on the Cob gasped in horror. â€Å"Oh, Shakton, that’s awful! What do you need me to do? † she asked. â€Å"I need you to come with me to the dining room table to show that it can be fun to eat good foods. We have to be there by supper time, and I still have to pick up to other friends. † â€Å"Let’s go, then! What ar e we waiting for? † Corn on the Cob exclaimed. As Shakton and Corn on the Cob climbed out of the drawer, Shakton asked his friend who else they should bring along to the dining room.Corn on the Cob paused on the edge of the drawer, thinking, before jumping down onto the floor where Shakton waited. â€Å"Mr. and Mrs. Jones might not be interested in fun foods like me at their age†¦Ã¢â‚¬  Corn on the Cob said sadly. â€Å"What about BlueBerry? He’s a bit more suited to their fruity pallet,† Shakton suggested. â€Å"Good idea,† Corn on the Cob agreed. Shakton and Corn on the Cob had to ask some of the other inhabitants of the fridge where BlueBerry lived, but eventually they found out where he usually stayed. It was a small drawer on the very top shelf on the Pantry Door.From where they stood on the bottom shelf, Shakton and Corn on the Cob looked way, way up to see where he lived. â€Å"How are we ever going to get up there? † Corn on the Cob f retted. â€Å"We’ll figure out a way. After all, I’m not in charge of the Protein food group for nothing! † Shakton encouraged. â€Å"Let’s think for a minute and see if we come up with anything,† Corn on the Cob suggested. Shakton agreed, and together they sat with legs crossed, chins resting on one hand, thinking hard. â€Å"I know! † Corn on the Cob suddenly yelled. â€Å"Let’s ask Spaghetti for help! â€Å"What a good idea,† Shakton said, and so they went over to the drawer where Mrs. Jones kept all the leftovers. The Leftover Drawer was a dark and scary place. Meatloaf and Lima Beans were not always the very nicest sort of foods, and it was hard to find your way around this drawer. Some foods got lost here, and never saw the light of day again until Mrs. Jones did her once-every-2-months-cleaning-of-the-refrigerator. However, Spaghetti was a new arrival to this drawer, having only been served for the first time 2 days ago . Luckily for Shakton and Corn on the Cob, that meant she lived near the front of the drawer.After several minutes, they found her. She was sleeping soundly in a large, noodle-y mass under a blanket of tomato sauce with her pet meatballs at her side. Shakton had a terrible time trying to wake Spaghetti up. He and Corn on the Cob tried poking Spaghetti, shouting, clapping their hands, and loudly singing in squeaky, off-key voices. Finally, their efforts were rewarded and Spaghetti woke up. Then Shakton and Corn on the Cob had to sit and catch their breath for minute before asking for help. â€Å"We need your help, Spaghetti,† Shakton began. â€Å"Yeah, we’re trying to get to the top of the Door to visit BlueBerry.But it’s too high up for us and there’s no way to climb up by ourselves,† Corn on the Cob continued. â€Å"Can you help us get up to the Top Shelf so we can climb across to the drawer on the door where BlueBerry lives? † Shakton fini shed. Spaghetti thought for a moment before answering, â€Å"Sure, I’ll help, but I never do something for nothing. While you’re up there in the Door, will you give a message to my friend Grated Parmesan for me? † â€Å"Yes, if you’ll just help us up there! † Shakton agreed. â€Å"All right, it’s a deal,† Spaghetti said. â€Å"Tell Parmesan hat she and I are supposed to be served for dinner tonight, so she had better not make any plans and be out partying in the very back of the refrigerator like last time! † The three of them made their way out of the creepy, shadowy leftover-drawer and Spaghetti began making a plan: â€Å"I’ll reach up to the next shelf and you’ll climb up along my arm,† she said. Her noodle arms were very, very long, and she would have no problem reaching way up to the next shelf. Shakton and Corn on the Cob nodded and Spaghetti continued, â€Å"Then I’ll pull myself up and weâ⠂¬â„¢ll do the same thing over again.I’m not entirely sure how you’ll get over onto the door, but I can at least take you as far as the Top Shelf. † â€Å"Thank you for helping us at least that much! † Shakton said gratefully. He really meant what he said. The three carried out their plan without a single thing going wrong, and eventually they reached the Top Shelf. â€Å"Here, I must leave you,† Spaghetti said sadly. Shakton gave her new friend a hug. â€Å"Thank you again for helping us. I don’t know how we would have made it up here without you! † â€Å"You’re welcome, Shakton. Good luck on your mission! † Spaghetti said, then began to go back down to the Leftover Drawer.A kindly tall, skinny cardboard pint of cream was more than willing to lean over and let Shakton and Corn on the Cob climb up his back to reach the Door. They had to quickly deliver Spaghetti’s message to Grated Parmesan, then they were on their way again. Finally, the two reached BlueBerry’s home. He was more than willing to come along— in fact, he was quite honored to be chosen as a representative of the Carbohydrate group. â€Å"Wait, there’s only Corn on the Cob and I†¦ doesn’t that mean you still need to get one more food? † he suddenly asked as they slid down the refrigerator door handle and onto the floor. You’re right,† Shakton realized. He looked at his friends, thinking about whom else he should bring along. He smacked her fist onto her palm, shouting, â€Å"I know! Let’s go get Ants on a Log! † Corn on the cob and BlueBerry looked at each other, puzzled. â€Å"Who’s that? † they asked at the same time. â€Å"Oh, you’ve probably never heard of him. He’s new to the Kitchen. Anyway, he’s on a plate on the counter, beside the sink. † Shakton, BlueBerry, and Corn on the Cob, scurried across the floor, very car eful not to disturb the sleeping cat as they went by. They were all very glad that Mrs.Jones had been interrupted a while ago while sweeping the floors, because the broom was leaning up against the counter. It was pretty easy to climb up the broom handle and onto the counter after all that Shakton and Corn on the Cob went through to get to BlueBerry. When they had all climbed up the broom handle, they hurried over to the white plate sitting there a foot away. The Ants on a Log family were all lying around on the plate, chatting with each other. They all looked exactly alike! Shakton ran over ahead of the other two. â€Å"Hello! I’m Shakton Carbohydrate,† she said.All six of them turned and looked at her. â€Å"Hello,† they all said at once. They looked very friendly. Shakton quickly told them about the Jones’ eating problems (for the third time that day) and asked them if one of them would come with her to the dining room table at supper time. â€Å"Oh, yes. Allan will go with you! † one of them said cheerfully. â€Å"Thank you! † Shakton exclaimed gratefully. He looked quickly over her shoulder at the large clock on the wall. Oh no! It was almost 6:30! They had only five minutes to get to the dining room table. Would they make it in time? We have to hurry,† Shakton shouted. â€Å"Let’s go! † They all slid down the broom handle and ran across the kitchen. It was a very big kitchen, and they couldn’t run very fast on their short little legs. There was only two minutes left when they finally reached the dining room. They hurried over to the table, and then struggled to climb up one of its legs. At long last, they all made it up onto the tabletop. They sat down tiredly, panting to get their breath back. â€Å"Shakton, you made it! Good job! † Norman Nutrition called from the middle of the table, where he sat beside the salt shaker. I knew I could count on you. † Shakton was very ple ased when she saw many of her friends there beside Norman. Penelope Protein was there with her 3 representatives, along with Frances Fat, Phil Fiber, and Wally Water. Of course, the Jones family was there, too. They listened while Norman Nutrition explained that they were here to help them eat better so they could be healthier. Then, the leaders of each of the food groups took turns talking about their jobs. When it was Shakton’s turn he said: â€Å"My job in maintaining your bodies is to help build gain energy so you can run, jump, and play.I brought three friends with me. Corn has lots of carbs, but Corn on the Cob is more fun than other kinds, don’t you think? BlueBerry can be very fruity, and he’s all about carbs! Ants on a Log gets his carbs from the Peanut Butter he’s made with. † After everyone had gotten a turn to talk, Norman turned to the Jones. â€Å"After what you’ve learned, will you promise to eat better foods? † he aske d. They all nodded. Shakton was tired that night, but very happy that the mission was a success. He knew if the Jones ate properly, they would live very happy lives.

The Struggle for Independence in Mental Institutions in One Flew Over Assignment

The Struggle for Independence in Mental Institutions in One Flew Over the Cuckoo's Nest - Assignment Example Formalist analysis reveals how the basic elements of the film are arranged to reflect the struggle of mental patients against oppression. In the hospital, McMurphy clashes with the equally determined Nurse Ratched (Louise Fletcher). Through a chronological storyline that is filled with metaphors, irony and realistic cinematography, acting, and directing, the film depicts the inner and outer conflicts of mental patients who are rational enough to claim independence from an authoritarian establishment that has taken away their freedom to choose their destinies, where its ending underscores that, to be truly free, the individual must make the hard choice of rejecting society altogether. The storytelling of the film involves an omniscient storyteller that shows different perspectives, although the point of view generally comes from McMurphy using a linear story time in modern time setting. The setting is a real mental hospital to capture the poor physical conditions of such hospitals and to demonstrate the exact environment of the mentally ill. The story revolves around the main character, McMurphy, and his interactions with nurses and patients in the hospital. An example is that he sees the mental hospital from his own perspective, especially his needs and wants as an individualist. Although the movie shows what Ratched also sees as a nurse, McMurphy’s motives and freedom ideals drive the primary conflicts, especially the conflict between person-against-person and Person-against-society. The story follows these conflicts and how McMurphy creates interesting ways to gain autonomy for himself and his fellow patients. Furthermore, the linear chronological timef rame helps the audience focus more on the characters and the events surrounding them than analyzing  disconnected timelines. The audience does not have to think about the connections between different scenes in different timeframes with a linear story.

Nursing Change initiative paper Essay Example | Topics and Well Written Essays - 2500 words

Nursing Change initiative paper - Essay Example This paper will discuss the change effort to be made in one institution, Comanche Regional Hospital. Most people that have a change issue in their company are aware that a change needs to happen. They begin to get complaints or sales fall off. In the case of Comanche Regional Hospital the bottom line is running in the red and the turnover rate of new motivated managers is very high because of the age and beliefs of the older senior team running the facility. Even when there is a need for change as great as this one, however, complacency is most often the problem (Kotter, 1996). Urgency, at this stage must be created. In this case, there is a huge barrier and that is the mature management team that has been there for some time and talks a lot about change but never sees it happen. The next step in this case is the board. Creating a sense of urgency demands risky action. Going to a board meeting with a group of recent department directors who turned over quickly and customers that have in the past used the hospital is the move in this case that will create urgency the fastest. At the same time take a well created report to a management meeting showing how the bottom line is dropping off, how many jobs will be lost in what departments (it is much more urgent for a department director who must go to his staff and tell them they are laid off) and show over the last two years the number of department directors that have been hired and who have left the organization. Relate that to the cost of recruiting, hiring, and orienting this group. Continue by showing where the hospital could be as far as raises and incentives and management bonus if the bottom line is improved and that money is not spent recruiting the same positions all the time. Most recently there has been a very poor JCAHO review which came close to causing a closure of the facility. This has created a sense of urgency in itself and because of that and that we will create it is time to strike. Create a Coalition In every organization there are formal and informal leaders. Those people must be identified at this time as they will need to be on the guiding coalition. There are two champions that have influence and could be chosen at this time. One is Dr. Ben who has general influence in the hospital as well as in the community. He is well liked and retired from practice but working closely with other physicians. The other is Dr. Dale who is the head of the hospitalist program and this year will be Chief of Staff. Nurse D will be added to the list as she is a manager of the medical departments and has a good ability to work well with management as well as the nurses and staff. She is highly respected. Nurse A is the department director for the critical care units and due to the fact that she is fairly new to the hospital and has led successful change in her past, she is a great addition to this coalition. JP is a board member who has good communication skills among all of the different faction s and has respect on both side of the boundaries. He will provide the coalition with more power and be able to carry what is needed back to the board. Each of the other seats will be filled by staff people who have been progressive in stepping out of the box to improve things in their

Relying on Consumer Behavior Essay Example | Topics and Well Written Essays - 500 words

Relying on Consumer Behavior - Essay Example Penny and Kahle (1996) points out that consumers, when interviewed, would state what they think they want but would behave in a different manner in 'real life'. This is especially true with the application of 'operant conditioning'. The term 'operant conditioning' as applied in marketing refers to the methods used by marketers to influence consumers to purchase or consume a product and make it look rewarding to the consumer. Coupons, repeated advertisements, free samples and other promotional gimmicks can and do influence consumer preference. Marketers can also employ different kind of appeals to endeavor a product to a consumer. Appeals include fear appeals, comparative appeals, emotional appeals, value expressive and utilitarian appeals all of which perform to make the customer want the product or service offered. The point is that there are many factors which can change what the consumer would want. Another risk in relying on what the consumers say they want is that it can change over time and the time span can be radical or sporadic. For example, Greenwald (2003) conducted a study on the behavioral shift of UK consumers belonging to the 16-24 age bracket and found that some preference or attitudes change as fast as 3 days or as long as 5 years. Relying on what c

Strategic Planning for Public and Nonprofit Organizations Research Paper - 1

Strategic Planning for Public and Nonprofit Organizations - Research Paper Example This paper will apply the process analysis theory to the development of solutions for this facility. By using a process flowchart or process map from a process analysis theory identified in the research and applied to the strategic planning issue complicated issues will be easier to understand, thus allowing for the solution to become clearer in the research. A search of the literature, Internet, Capella Library, and other sources for process analysis, flowcharts, and mapping will guide the direction of the paper. This writer will analyze a specific strategic planning issue, problem, or concern in the acute long-term care facility at RHC. This facility will be an example of many other long-term care facilities as the issues here are closely related within the industry. The rationale for choosing this topic is in the overall organizational structure of this writer’s own healthcare organizations problems and how they affect the overall care of the resident. Cost control is number one in management’s opinion and the consequences of that decision are not addressed appropriately or adequately. Health plans working with nursing homes need to offer better payment models to alleviate some of the issues. In addition, quality care suffers, staff retention is high, medical treatment is lacking, morale is low and patient/family satisfaction is unfavorable. Care coordinators for the resident would be a good implementation in the representation of resident. This writer’s own long-term c are facility has many issues with updating the changes required to address these issues. Those that are addressed are done in a crisis management criterion, simply putting out hot spots and not addressing long-term goals. This project will provide an organizational process to develop a better system for acute long-term care.

Why might one argue that the use of labour is the main component of a Coursework

Why might one argue that the use of labour is the main component of a firm's profit strategy - Coursework Example Human capital advantage is the ability to get exceptional human talent into the firm. The human advantage is achieved through combination of processes such as innovation, learning and cooperation. It is important to develop employees and teams in order to create a firm that is able to learn within and out of industry cycles. The supporters of Resource based view argue that human labour are resources that offer above normal returns and not assets bought and traded. This is because physical assets are usually purchased and are available in the market, therefore, competing firms having the free discretion to acquire the assets and be at par (Bowman 2003). The resources that offer competitive advantage are the ones that are not easy to duplicate. Human resources have specialized skills or talents that are embedded in the routines of a particular firm. These resources are difficult to duplicate or export from one firm to another. Thus, most firms have used human labour as the strategy for improvement in their profits and competitive advantage. Barney and Porter illustrate how it is hard to duplicate human labour strategy by saying that even if one firm was to steal researchers from one company to theirs, they will not reap the maximum benefits from these scientists because the environment and business strategies differ. Labour as the Main Component of a Firm’s Profit Strategy In business organizations, both the undertakings and behaviours those of value to the firms’ routines, social structure, and cultures of the firm, and directing and using these resources in combination with other inputs, are all the activities done by employees in the firm. This means that firms profits comes from the activities of employees’ labour that transforms other inputs into goods and services. This leads the proponents of resource based view to conclude that resources that produce more profits are human resources than inert or physical resources. RBV also state tha t in order to get maximum output from the human resource, a strategy must be put forward to achieve this. They refer this as the creation of the resource. An example of this is a producer who uses a new invention before it is adopted by other firms, will sell more than his competitors and gets surplus profits. RBV argues that it is the manipulation or use of physical assets by the workers that are a source of profits. The assets as stated earlier, are available and each firm is free to acquire them. However, the main constraint is their price. They are not taken as a resource in resource based view because they are not unique. However, labour that is employed is unique and taken as the most crucial resource. If the prices of these assets necessary for production of commodities were to go down, then individuals or groups would take over scale production without requiring to be employed by the capitalists. An example is that if the prices of car parts were within the reach of the mass es, then capitalists would abandon this industry (Bowman, 2003). The reasoning behind this is that the financial power is what enables capitalists to purchase physical assets and employ talented and skilled workers to produce commodities for them at a profit. The assets are not unique but the unique factor that enables them to get profits is the use of human resource or labour. In addition to labour, RBV also categorises inert inputs such as special equipments as resources. However, these resources are just used in some stage of production and moreover they are also produced by human labour. RBV supporters argue that if the workers are used to create resources for the firm, then the current deployment of the resource is greater than the price originally

Business plan for a restaurant Assignment Example | Topics and Well Written Essays - 2500 words

Business plan for a restaurant - Assignment Example This group of eight family run restaurants operating in northern California has been undergoing difficulties dealing with human resource issues. The operations manager doubles up as the human resource manager and embarks on a tedious process of physical inspection of the human resource requirements and problems of all the eight restaurants. Not only is this a time consuming and tiring process, the operations manager has also realized that it is costly and very inefficient. Therefore this plan presents a possible solution to the problem in the form of the implementation of an information system which will effectively aid the human resource manager with his operations thus allowing for efficiency and company growth. The restaurant industry is quite competitive with northern California being a haven for great restaurants. It is essential for one to cut a niche in the market and this can only be done if the various organizational resources are effectively managed. The replacement of the current manual system with an automated one will enable the company to manage its employees effectively allowing for good record handling, proper and easy scheduling, and effective communication within the organization. This will see an improvement in business processes which will culminate in the growth of the business reflected as higher profits. Introduction The implementation of an Information system is a vital part of business process transformation. For a business to succeed various steps must be taken to ensure that business process support and improvement is achieved. The use of a Human resource information system is a sure way of attaining this. A human resource information system will ensure that human resource functions are effectively managed by information technology hence creating an environment for profit making and business growth through efficient service provision and management. The human resource department is charged with the responsibility of payroll processing , employee recruitment and employee appraisals. These functions are increasingly becoming complex and thus require sufficient support. Automation of such a department, through the use of information technology, will ensure that the workload is sufficiently reduced and access to information is easy and quick. This business plan examines the effective role of implementing a human resource information system by performing a business analysis that will present the inefficiency of a manual system, and presenting a possible solution in the form of a human resource information system that can be implemented. Company Review The Castle Family Restaurants, a group of eight restaurants in northern California run by the Castle family, is a big employer of both part time and full time employees. It has employed more than 300 employees most of whom are on a part time basis as only 30% of these employees work on a full time basis. The operations manager usually has her hands full as she makes seve ral visits to all the restaurants managed by the group to perform human resource administrative duties such as employee recruitment, appraisals, payroll processing among other functions. This manual process of performing human resource functions is quite costly and very inefficient. Therefore there is a great need for improvement in order to eliminate the

Global political economy Essay Example | Topics and Well Written Essays - 2500 words

Global political economy - Essay Example The Blueshirts tended to brutalise society into obedience. In this sense, Chiang tried to enforce his authority by force - something that Hitler and Mussolini tried to do. Chiang's attempt to win the support of the people in his territory was minimal Meanwhile, on Taiwan, throughout the 1950s and 1960s, intermittent skirmishes occurred throughout the mainland's coastal and peripheral regions, though American reluctance to be drawn into a larger conflict left Chiang Kai-shek too weak to "retake the mainland" as he constantly vowed. ROC fighter aircraft bombed mainland targets and commandos, sometimes numbering up to 80, landed repeatedly on the mainland to kill PLA soldiers, kidnap CCP cadres, destroy infrastructure, and seize documents. The ROC lost about 150 men in one raid in 1964.Mao's prestige rose steadily after the failure of the Comintern-directed urban insurrections. In late 1931 he was able to proclaim the establishment of the Chinese Soviet Republic under his chairmanship i n Ruijin, Jiangxi Province. The Soviet-oriented CCP Political Bureau came to Ruijin at Mao's invitation with the intent of dismantling his apparatus. But, although he had yet to gain membership in the Political Bureau, Mao dominated the proceedings. Few Chinese had any illusions about Japanese designs on China. ... The Japanese began to push from south of the Great Wall into northern China and into the coastal provinces. Chinese fury against Japan was predictable, but anger was also directed against the Guomindang government, which at the time was more preoccupied with anti-Communist extermination campaigns than with resisting the Japanese invaders. The importance of "internal unity before external danger" was forcefully brought home in December 1936, when Nationalist troops (who had been ousted from Manchuria by the Japanese) mutinied at Xi'an. The mutineers forcibly detained Chiang Kai-shek for several days until he agreed to cease hostilities against the Communist forces in northwest China and to assign Communist units combat duties in designated anti-Japanese front areas. At Yan'an and elsewhere in the "liberated areas," Mao was able to adapt Marxism-Leninism to Chinese conditions. He taught party cadres to lead the masses by living and working with them, eating their food, and thinking their thoughts. The Red Army fostered an image of conducting guerrilla warfare in defense of the people. Communist troops adapted to changing wartime conditions and became a seasoned fighting force. Mao also began preparing for the establishment of a new China. In 1940 he outlined the program of the Chinese Communists for an eventual seizure of power. His teachings became the central tenets of the CCP doctrine that came to be formalized as Mao Zedong Thought. With skillful organizational and propaganda work, the Communists increased party membership from 100,000 in 1937 to 1.2 million by 1945. In 1945 China emerged from the war nominally a great military power but actually a

Peer Acceptance Essay Example for Free

Peer Acceptance Essay As Sentse, Lindenberg, Omvlee, Ormel Veenstra (2009) stated, the need to belong is one of the most important need of an individual, and during adolescence, the closest group of people that an adolescent could have strong attachments with is his/her family and friends. In a study by Khurshid Rehman (2006), those who have low self-esteem were reported to have higher peer stressors as compared to others having high self-esteem. Their findings suggested that those who have low self-esteem face more problems with their peers; that because they lack in self-confidence, their peers would see them as inferior, considered them as a boring personality and that they always felt uncomfortable in the company of strangers, even among their friends. According to the study conducted by Parker et al. as cited in Kistner, David Repper, 2007), the perception of an individual to be accepted by peers would contribute to his/her adjustment in school or in any other areas of his/her life. Rejected individuals who perceived themselves to be accepted by their peers tend to cope with and initiate social interactions better, than those who were rejected having negative perceptions of themselves being accepted (Rabiner Coie as cited in Kistner, David Repper, 2007). It was stated by Furman Robbins (as cited in Kingery, Erdley Marshall, 2011) that having the companion of peers would provide intimacy, affection and a source of reliance for an individual, thus helping in his/her adjustment and help enhance self-esteem. Behavioral Indicators: Individual feels that she belongs to a certain group; feels that she is not alone in life; accepts criticisms from other people; does not find it difficult to socialize with peers.

An Analysis On Dominos Pizza Marketing Essay

An Analysis On Dominos Pizza Marketing Essay This report focuses on the marketing activities by Pizza Hut, Dominos and Papa Johns as part of the fast food market. The report has looked at culturally diverse markets being China, India, USA and Mexico. Looking at the various cultures through an etic approach the report aim to convey the different levels of standardization and adaptation that companies have tried to establish in international markets. Through the marketing activities that have been carried out by each company respectively, this report forms a connection with cultural theories by theorists like Hofstede and Hall with the aim to establish which company is standardized or either adapted. In respect to the advertising activities, each company has been alert to meet local cultures in different countries. Eliciting responses that incorporate culture specific aspects like the Guan-xi and the Compadre in high context cultures and catering to the needs of low context cultures with increasing factual analysis in countries like USA, the selected companies have shown their high levels of local responsiveness. Through the report it is evident that have targeted their advertising to their standardized business model focusing on in house dining or a delivery system or even a standardized concept of the quality of products. Sales promotions done by these companies have brought to light the increasing elements of standardization as consumers are becoming increasingly technologically advanced in this mobile generation. Dominos has standardized its technological efforts gaining a competitive advantage giving customers the ability to see the exact location of their pizza during manufacture, customization of the pizza, online delivery etc. these companies have also been quick to gain public attention through local social media portals. Pricing affecting the level of standardization and adaptation, as this reports reflects. Affected by differing economic levels in different countries along with the stage in the product life cycle reached affecting the degree of standardization. Customer preferences and their disposable incomes also play a significant role on pricing and through the use of companies like Dominos, Pizza Hut and Papa Johns this report aims to communicate these links. With respect to the brands of the three companies the report sheds light on the different choices made by the company to maintain brand coherence and establish a meaningful relationship with their customers. With local adaptations the findings suggest branding develops a personality over time and when changed can result in negative attention. Branding when adapted correctly increases resonance the highest level in the customer based brand equity pyramid. This report also brings to mind the cultural aspects that link to websites being the initial contact point with customers and thus must be very culturally sensitive. Through the analysis it is evident that companies have adapted their websites in terms of subtle characteristics such as colour, gestures displayed, images, information provision as these affect the degree of standardization. Through this report the findings suggest that although standardization includes the benefits of economies of scale, generation of a better brand image in the global market and easier operations by the company there is an increasing need for adaptation as cultures although can be compared are greatly distinct and have to be acknowledged for a company to succeed in a host country. Introduction: The report based on the fast food market focuses on pizza making brands Dominos, Pizza Hut and Papa Johns. This report concentrates on the activities carried out by these brands across the globe in countries such as the United States of America, India, Mexico and China analyzing how cultural differences affect each brand (Fig -1). Through the analysis of the level of standardization and adaptation adopted by these brands across diverse cultures the report sheds light on the chosen companies activities: Websites, Sales Promotion, Advertising, Branding and Pricing. In the business environment is it integral to understand the differences in cultures, attitudes, environments etc. that requires firms to view their companies through a range of indices. Standardization gives companies an increasing advantage in terms of economies of scale along with common brand images as consumers have become increasingly mobile (Levitt, 1983; Craig, 1986, Yip, Loewe and Yoshino, 1988 as cited by Theodosiou and Leonidou, 2003). Dominos, Pizza Hut and Papa Johns have tried to internalize these benefits although as contended by Terpstra and Sarathy in 2000 (Theodosiou and Leonidou, 2003) these firms are affected by factors like culture, purchasing power and consumer needs therefore encouraging adaptation. This report aims to analyze marketing activities in different economically developed markets such as China and India belonging to the BRIC nations, Mexico a developing country and USA a developed nation. These markets give insights into differing price sensitivities affecting the products being sold respectively. Marketing Activities Analysis Advertising Pizza hut, Dominos and Papa Johns generally make use of Television commercials to advertise their products around the world. They use TV commercials as it enables them to reach a large target audience to deliver their marketing communications. This pull strategy fits in with the companys budgets and is adapted to meet the local requirements of the countries in which they are viewed in thereby promoting sales. Dominos Table 1 Country Tagline Language of advertisements Snap Shot of the Tagline India USA China Mexico Yeh hai rishton ka time (This is the Time for Relationships) Oh Yes We Did! 30 minutes fast heat delivery. Hindi English Chinese Surce: (Dominos.co.in, 2012) Analysis on Dominos Pizza Dominos Pizza has differentiated itself by advertising and positioning itself differently in different countries. Having altered their advertisements to local languages Dominos is able to communicate in a better way to their customers. Though their standardized pull advertising strategies (Ghauri and Cateora, 2010) the company has generated increased amounts of interest in the consumers and Dominos continues to achieve this through their adapted sales promotions. Dominos have also adopted an identical ad in two of our chosen countries being USA and Mexico, wherein the commercial speaks about the product changes that have been made in order to improve the quality of the pizzas. This global prototype ad has been adapted locally being locally responsive (Ghauri and Cateora, 2010). Dominos has also adopted a standardised pattern throughout its operations in different countries although there are elements of adaptations that can be seen through their differing taglines etc. Dominos has al so been alert to meet cultural imperatives in countries like Mexico and China in terms of compadre and guan-xi as the commercials focus on relationships and friendships being established with the brand, this tends to positively effect sales (Ghauri and Cateora, 2010). Another interesting finding has been the fact that Dominos throughout its operations in both international and home markets have focused their attention to their fundamental delivery model as they gain a competitive advantage from delivery in the pizza business. Pizza Hut Table 2 Tagline Language of Advertisements Snap Shot of the Taglines India USA China Mexico Pizzas and Much More Make it great Pizza and More Hindi English Chinese Analysis on Pizza Hut Pizza hut has been marketed in a way to meet the requirements and the likings of different countries. Throughout the advertisements that are set out by Pizza Hut it is evident that their emphasis has been on their in-house dining experience. In most commercials there are snapshots of the waiters, the ambiance, the furniture etc. This standardisation with local adaptations in terms of their different products that cater to local consumer taste preferences displays the companys emphasis on their in house dining services instead of their delivery. Mexico on the other hand portrays commercials incorporating different settings on a ship, or at a rock concert and even in consumers homes. This can be linked to the fact that Pizza Hut does not cater to the online market but caters to customers over the phone (Pizzahut.com.mx, 2008) (Fig 2.10). This can be seen as a decision to cater to the economic condition of the market, as Pizza Hut has adapted their delivery channel (Theodosiou and Kats ikeas, 2001). Fig 2.10 Pizza Hut ads in Mexico Papa Johns Pizza Table 3 Tagline Language of Advertisements Snapshots of Taglines India USA China Mexico Better Ingredients Better Pizza Better Ingredients Better Pizza Better Ingredients Better Pizza Better Ingredients Better Pizza Hindi English Chinese Spanish Source: (YouTube, 2010) Analysis on Papa Johns Papa Johns uses a standardized tagline for Indian, Mexican, USA and Chinese marekts. Papa Johns have effectively used their CEO and produced high performing ads. Consumers have perceived these ads to be authentic and genuine (Kelso, 2012) giving Papa Johns consumers an image wherein the company cares and is about real people creating a personal connect with the consumer. Overall Analysis: As advertising is a basic necessity in the marketing mix of an international brand, the chosen companies Dominos, Pizza Hut and Papa Johns have translated the needs and wants of their local consumers. Through the use of adapted symbols these companies have also aimed to meet the cultural needs of local consumers. We have also seen that the companies have adapted their languages in different countries, which is intrinsically linked to different cultures (Ghauri and Cateora, 2010). Dominos and Pizza Hut have equalized their effects of both standardisation and adaptation, which is evident in their advertisements and their messages to respond locally. Papa Johns on the other hand have adopted pattern advertising, which can be linked to the concept of thinking globally, acting locally (Ghauri and Cateora, 2010), as the brand has a common mission to provide Better Ingredients Better Pizza, but still has adapted its advertising strategies in different markets. Through this example it is evi dent that B2C advertising is greatly heterogonous as the transferring success across different countries is increasingly difficult and therefore must be adapted. WEBSITES PIZZA HUT INDIA PIZZA HUT CHINA Source: (Pizzahut.com.cn, 2012) PIZZA HUT USA Fig-3.10 Food allergies and sensitivities Fig-3.12 Book it page PIZZA HUT MEXICO Fig-3.16 Nutrition ANALYSIS Pizza Hut USA has a red background which in most western cultures signifies Christmas as it is widely celebrated across USA and Mexico uses brown which means practical, down-to-earth and comfortable (Empower-yourself-with-color-psychology.com, 2009) this encourages customers to make purchases and are attracted to the websites. Pizza Hut India website also has a red background for its homepage and its delivery page. Red in India symbolizes Indian weddings and the Indian bride (Empower-yourself-with-color-psychology.com, 2009) thereby attracting the Indian customer. China has a light yellow background which depicts royalty and honour in Chinese culture reflecting the standard of service provided by the company in China, being compared to a 5* experience. (Empower-yourself-with-color-psychology.com, 2009). DOMINOS PIZZA INDIA Source: (Dominos.co.in, 2012) DOMINOS PIZZA CHINA Source: (Dominos.com.cn, 2013) DOMINOS PIZZA USA Fig-3.27 Tracker Page DOMINOS PIZZA MEXICO ANALYSIS Dominos has standardized layouts of its websites across the globe with white as its background colour. White symbolizes weddings and brides in the USA, and is a symbol of peace and purity in Mexico, India and China (Geert-hofstede.com, 2013) thereby motivating a purchase as customers feel relaxed when on the page. However, adaptations have been made to fit the different markets and bridge the cultural gaps (Ghauri and Cateora, 2010) PAPA JOHNS INDIA PAPA JOHNS CHINA PAPA JOHNS USA Fig-3.44 Investors Page PAPA JOHNS MEXICO Fig-3.45 Homepage ANALYSIS Overall, a certain level of standardization is seen in Papa Johns websites across countries. The websites in all four countries follow the colours of the logo. Green symbolizes new beginnings and white is sign of peace and purity in all four cultures (Empower-yourself-with-color-psychology.com, 2009), which subtly encourages purchases. There is also a degree of adaptation displayed in the websites. Sales promotions, advertisements and languages are adapted in context to the cultural values of each country. OVERALL ANALYSIS Dominos Pizza has a comparatively higher degree of standardization in its website layout in all four countries as compared to the websites of Pizza Hut and Papa Johns Pizza. Dominos website background colour is mainly white in all four countries unlike Pizza Hut and Papa Johns which have adapted their background colours in accordance to the culture of the respective countries. Pizza Hut India has adapted its website layout according to the countrys high-context culture. It shows an employee using various non-verbal communication techniques to promote its products, which is not shown in the websites of the other three countries. However, Pizza Hut does not provide the option of creating your own pizza and pasta, which is offered, by Dominos and Papa Johns. Finally, Papa Johns aims to make a connection with its customers by displaying pictures of its founder and brand ambassador, John Smith on the homepages of all four countries. Therefore, although there is certain degree of standardi zation in the websites of Pizza Hut, Papa Johns and Dominos, there are also certain adaptations that have been made in consideration of the cultural differences in each country. Websites being increasingly important in creating a link with the customers, as it is a direct portal between the brand and the customer, they must be increasingly adapted to accommodate cultural differences. Websites have also reduced the barriers between customers and the company as it has become increasingly accessible over the Internet in multiple countries. SALES PROMOTION Dominos India Dominos Mexico Fig 4.8 ONLINE-ORDER DEALS Analysis: Dominos has standardised its sales promotion in three of the four countries USA, Mexico and India through Facebook uploading coupons, unveiling new items, added to their menu. These promotional items being adapted from their domestic operations are culturally accepted in the countries in which they feature and hence have increased sales and adoption rates in short periods of time (can sales promotions go global). Dominos in both USA and India have used an adaptive approach for their sales promotion through Mobile Applications. China and Mexico both do not have a Mobile Application option for their customers. In USA the app., shows the Pizza Tracker option in which people can track their order progress status (Dominos, 2012). In the Indian app., they have not adopted such style of service to the customers and kept it simple to place an order. Dominos mobile applications technology gives the company a cutting edge advantage as 80% of smartphones have ordering apps (Dominosbiz.com, 20 08). In countries like China and India, Dominos has introduced its 30 Minutes or Free sales promotion. This effective sales promotion attracts new customers as a way of increasing sales in a short span of time. Furthermore, both Dominos USA and India have used the Electronic and Plastic cards option for their customers, whereby, they can send their loved ones greeting cards or vouchers by mail or post for usage in Dominos. Mexico USA have used another system of combining few options to offer to customers who come in a group of 2 or 3 to 5. They can thereby select a type of pre-fixed menu which differentiates with India and China Dominos. Papa Johns India Papa Johns China Papa Johns Mexico Papa Johns USA Analysis: Papa Johns Pizza does not have a mobile application (standardised for the global market) for its sales market in any of the countries, they just keep it normal by online or phone orders. Taylor Swift being one of the most top and famous singers of USA came to an agreement with Papa Johns Pizza of her album RED to be sold along with a Large Pizza as a promotion. Papa Johns, USA started Papa Rewards, a Gift Shop and an E-Gift card facility in only one country which elicits brand awareness through these sales promotions thereby increasing sales. American Football being one of the most popular sport of USA (Usatourist.com, 1998), Papa Johns came up with a two million free pizza scheme in collaboration with NFL targeting the local sport-freak customers (adaptive). Pizza Hut India Pizza Hut USA Pizza Hut Mexico Fig 4.27 Online Deals Targeted Football Followers Pizza Hut China Analysis: Pizza Hut has incorporated the same pre-fixed menus in all countries chosen (India, Mexico, China USA). They have adapted these to meet social and cultural norms. In India, Mexico and China they cater to a smaller group of people starting with 2 individuals, whereas in USA they cater to a larger group of people starting with 8. This aims to target groups of customers. Due to the recession period, the lower-priced chains gained sales and the bigger chains lost theirs sales. To gain some of its lost market share, Pizza Hut launched a $ 10 promotion by which customers could get any pizza, any crust and any topping for $ 10 thereby stimulating an immediate increase in their sales (Franchisedirect.com, 2010). Mexico and USA have used a similar approach towards their customers by setting a contest of winning a double trip to Football finals and Gamer Vacation of Maxim Magazine Party Spot respectively since Football is very well known and famous in both the countries. The Gamer Vacation contest is held mainly to attract the teenage category customers and influencing them to buy more beverages so that they can build the game pieces. Gift cards available in USA and India have been adapted to meet the local market taste through the personalisation of messages. In Mexico China they do not have this type of feature. Pizza Huts mobile application enables customers to place orders online, which has been adapted only in their two big markets USA China. Pizza Hut China has adapted its Childrens Party theme with a South African theme and a London theme as the children are very fascinated by the foreign countries thus getting attracted by such birthday parties (Pizzahut.com.cn, 2012) Overall Analysis: Sales Promotion/marketing activities are incorporated to attract customers and to promote their products (Ghauri and Cateora, 2010). Pizza companies use value meals and promotions/rebates to attract budget minded customers (Franchisedirect.com, 2010). These demonstrations do significantly well in less economically developed countries where prices are out of the reach of customers. (Can sales promotions go global) Dominos quoted that technology is playing an important role in their daily sales as it is convenient for users and customers can use it in their own time as they are more relaxed in ordering over the app. It added millions in revenue for Dominos just via the mobile app. Pizza Hut also quoted that it boosted its sales by $ 1 million in a period of five months from July to November 2009 (the initial period of launch) (Franchisedirect.com, 2010). Papa Johns has not yet adopted any kind of mobile application business for their customers. Facebook and Twitter are becoming a vital medium of sales promotion for the chain of stores. It has been quoted that 85% of the Pizza-chain sales are through promotions and discounts acquired through these social media websites according to the Citigroup Global Markets (Franchisedirect.com, 2010). The previous version of sales promotion was not effective enough since it could not target any specific group. Furthermore, these social media portals are more cost effective methods of marketing and promoting the products (Baker, 2012) India, USA and Mexico have aggressively marketed their products via Facebook and Twitter nowadays while China is still lacking behind this procedure due to government regulations which prevent foreign social media and micro-blogging websites. In order to meet the growing need for social media and microblogging in China the government has introduced an inter-country social media and micro-blogging websites such as Weibo.com, e.t.qq.com, renren.com that incorp orates different sales promotion as mentioned below (Table 1). They restrict these websites to avoid any sensitive issues to be discussed publically and become a revolt against the government officials (Branigan, 2009). Table 1 Websites: Facebook Twitter weibo e.t.qq renren Social Media Micro-blogging Micro-blogging Micro-blogging Social Media Dominos India, USA and Mexico India, USA and Mexico Pizza Hut India, USA and Mexico USA and Mexico China China China Papa Johns Pizza India, USA and Mexico India, USA and Mexico China With the introduction of a variety of sales promotions companies are able to significantly increase short-term sales encourage repurchase and increase buyer switching between brands. (can sales promos go iglobal) Pricing: Dominos Pizza: Dominos USA: General Analysis: At Dominos, by adopting a standardized strategy to their supply chain and dough manufacturing processes Dominos has been able to control price escalations (Fig 5.3) . Their One Brand One System policy (Dominosbiz.com, 1983) incorporates firms using the same core products and proven suppliers maintaining consistency and quality standards across different countries. This standardization has also given rise to increased buyer power from the company giving them a competitive edge in terms of prices of equipment and non-food items. Dominos has also lowered their distribution costs by implementing a shorter internalized distribution channel. Dominos has a set of Master Franchisers who further contract Sub Franchisers adapting itself to meet cultural differences affecting the deeply rooted channels giving increased localized information. (Fig 5.4) Fig 5.4 Master Franchisers and Sub Franchisers Dominos have also standardized their business model that solely caters to delivery and carry out pizza (Doctoroff, 2012). In developing countries although Dominos has incorporated tables in their outlets. Its purpose has not been to change its business model towards in-house dining but in fact to cater to local market needs. This does not affect prices, as high investments in the delivery of a service do not have to be incurred by the company. Papa Johns Pizza: Papa Johns China General Analysis: Papa Johns is aware of the drawbacks of competitor based pricing and hence have focused their pricing strategy by meeting a premium price point (Morrison, 2012). Papa Johns claims that their products are aimed at meeting the needs of those who are looking to purchase products providing them with value and better quality as their tag line suggests- Better Ingredients. Better Pizza. (Papajohns, 2013). This standardized approach that has been adopted has been able to maintain Papa Johns global coordination. Their prices have been set higher than competitors prices communicating the perceived value of the products although they have not been placed at a level where they do not generate sales as Papa Johns is part of the big four pizza franchisers (Franchisehelp.com, 2013). Papa Johns have influenced their prices by standardizing their entry modes into international countries through a franchising model as their products are perishable and need to be located near the consumer and consump tion of the product. Pizza Hut: Pizza Hut India: Pizza Hut Mexico: Source: Nytimes.com, 2010 General Analysis: Pizza Hut has standardized their business model and aims to meet high standards through their increasingly important service scape. Their restaurants give consumers a 5 star feel, which has been replicated throughout their operations in both domestic and international markets. This increasingly high standard of their service scape has increased their costs, as they need to meet a range of standards in terms of staff, furniture, cutlery etc. These significantly increase costs and are reflected through in the pricing strategies. By adapting their pricing strategies at Pizza Hut they have been able to gain a competitive advantage meeting the growing diversity in the food market. Pizza hut also sources their materials and equipment locally which helps manage price escalation. Branding Papa Johns Analysis: Brands today have an increasingly important role as they are termed to be the most valuable assets companies have (Ghauri and Cateora, 2010 p.286). Dominos and Pizza Hut have adapted a their brand over time to match a dynamic market. This can be seen through their change in logo and packaging respectively. Pizza Hut received a negative response from their consumers as the brand had formed a strong relationship with them. Dominos has benefitted from their change and they have adopted this change throughout their operations in USA. Papa Johns a having a transferrable logo has been able to standardize its logo throughout their operations (USA, India, Mexico and China) providing meaningful associations as the brand aims to provide customers with better quality products. Looking at countries like India, China, Mexico and USA companies like Papa Johns, Dominos and Pizza Hut have aimed to further strengthen their brand image with affiliations with other brands like Coca- Cola and Pepsi, which shows (Table 1) the different beverages used by the pizza companies. Conclusion: Despite the profound benefits brought by standardization this report lays emphasis on the fact that in the fast food industry- the pizza market, companies need to be increasingly careful with their marketing activities, as standardization could not bring long-term benefits for the company in an international boundary. This is affected by the fact that cultural differences play a significant role on the success of a product in an international country. Looking at the analysis in the report advertising has been greatly affected by subtle differences as suggested by Edward Hall in this theory of High Context or Low Context cultures. The chosen companies have adapted their advertising efforts to incorporate visuals, music and information by being locally responsive. Advertising in a B2C environment must be increasingly heterogeneous as transfer of success is becomes greatly difficult. Looking at the sales promotions adopted by Dominos, Pizza Hut and Papa Johns in order to gain a short-term response in increased sales these companies have been greatly responsive to differences in cultural norms, their target markets and government regulations in dissimilar markets Pricing has also been a determinant in the success of a company in an international country. The findings suggest that pricing must be alert to accommodate national customer purchasing powers. Different stages in the evolution of the PLC in chosen countries like China, India, Mexico and USA also greatly affect the pricing of a company thereby resulting in the success or failure of a brand. Marketing activity that incorporates branding analyses the fact that with a standardized brand in international boundaries like Papa Johns gives increased brand coherence and is easily transferrable into an international markets. Pizza Hut on the other hand having created a personality with its customers could not alter its brand name and logo, as customers were not accepting of the idea. Having placed significant amounts of emphasis on the closest form of contact between customers and the company, Pizza Hut has used an innovative concept wherein a man guides customers through the Indian website meeting subtle cultural associations in terms of gestures and facial expressions. Dominos have also been innovative adapting their websites to meet the growing technologically savvy customers and have introduced new tracking techniques etc, giving customers a clear understanding of where their pizza is during the production and exactly how long it will take. Owing to these marketing activities analyzed in the report it is evidently clear that companies although focus on sales promotions being short term, in order to gain long term benefits the company must adapt itself meeting local requirements. These companies as seen also provide enough standardization so as to reap benefits from brand salience and resonance.

Conscience Essays -- essays research papers

Conscience Webster's Seventh New Collegiate Dictionary defines conscience as "the sense or consciousness of the moral goodness or blameworthiness of one's own conduct, intentions, or character together with a feeling of obligation to do right or good." In A Man for All Seasons, each character's conscience plays the ultimate role in the outcome of the story. "Individual conscience" is trait that each character possesses. This trait differs in intensity throughout the play in each of the main characters. Sir Thomas More and King Henry VIII show their unchangeable conscience, by their actions. More refuses to accept the King's divorce of Catherine, and marriage to Anne. The King appoints More to Lord Chancellor, hoping to persuade Sir Thomas to accept his marriage. King Henry wants everyone to accept his divorce. He believes he is right for going against Pope's ruling, and he wants all his royal subjects, and men of popularity to accept his decision. This is the King's "individual conscience" talking . He fears that without the acceptance from Thomas, Lord Chancellor, that he has made God angry, and he will pay for his unsupported decision. Sir Thomas More was the only character that believed and stuck with his conscience, by doing so, it cost him his life. Sir Thomas was a very prominent member of the King's council, he was the only member whom did not take bribes to sway his decision. Sir Thomas had always trusted ...

George Melies Tripto the Moon :: essays papers

George Melies Tripto the Moon In the early 1900’s Georges Melies introduced his film â€Å"A Trip To The Moon† to audiences in France. This film, when first seen by viewers at this time, was jawdropping. Melies who happened to be a magician, and illusionist before becoming a filmmaker, made one of the first-ever narratives in motion picture history. Similarily throughout â€Å"Trip To The Moon† and many of his later films, Melies, who also worked in theatre, took full advantage of what is known as Mise-en-scene. Mise-en-scene is defined as: All the elements placed in front of the camera to be photographed: the settings and props, lighting, costumes and make-up, and figure behavior. In â€Å"Trip to the Moon† Melies created a world to which no one had ever seen on film, and utilized all the characteristics to which mise-en-scene is based upon. In probably using only one camera for his film, Melies had to basically film in a theater style setting. Almost every shot of the film is a long shot which is taken from the audiences’ point-of-view angle. There were no close-ups in â€Å"Trip To The Moon† no dolly shots, or handheld shots..etc. Throughout the film the same angle and longshot is used, however that does not take away from the film, knowing that he could only utilize this shot, Melies went on to first: Decorate his set like no one had ever seen. For instance in the beginning of the film we can see what looks like an abundance of individuals who seemed to be gathered in what resembles a castle of some sort. This is where the so-called â€Å"wizards† have gathered and have figured out to take their trip to the moon. The following scene shows us a large cannon type figure, an extremely large cannon to be exact, very abnormal looking. The concept of space travel at this time was unheard of and thi s being a silent film, allows us to realize that just by looking at this contraption that this is how they are going to get to the moon. It is by these elements that Melies utilizes mise-en-scen, and in other cases such as the rocky hills of the moon, the bullet shaped space-ship that encapsulates the wizards and sends them on their trip. The costumes of the actors that are used in the film also give us the feeling that these folks are not from our time, but we can identify with their â€Å"wizardly† presence.