Case Study Malaysias Retail Pharmacy Marketing Essay

Contextual investigation Malaysias Retail Pharmacy Marketing Essay Objective The report plans to give a diagram retail drug store industry and assess factors that push and control the market, government approaches, deals patterns, likely development and market standpoint. Moves identified with the pharmaceutical retail division will be sketched out and surveyed, and bits of knowledge into advertising plans being sent to take advantage of accessible market openings in Malaysia will likewise be talked about. Malaysias retail drug store : an outline Malaysia comes in at fifth in human services use when contrasted with select Asian countries, and is developing at roughly 13% yearly (Frost Sullivan 2008). The all out national consumption on social insurance in 2009 surpassed USD 7 billion, and is anticipated to outperform USD 10 billion by 2020. Retail drug store segment directly anyway contributes just to 17% of the all out use just because of limitations relating to government arrangements, calling workforce, and populace observation. The retail drug store part customarily can be depicted utilizing association size and item/administration blend models. Sole units are contained fundamentally of free drug stores, typically claimed by drug specialists. Various unit drug store associations, or chains, can be partitioned into little chain and enormous chain (for example at least 30 units). Notwithstanding association size, the retail drug store part can be described by the item/administration blend of the associations, however there is some obscuring of this differentiation. Some conventional classes incorporate, general store (for example Age), and, magnificence and medicinal services stores (for example Gatekeeper, Watsons). Unadulterated medication store is for all intents and purposes non-existent in the Malaysian retail drug store division because of no apportioning partition between the drug specialists and clinical experts whereby pharmaceutical items can be sold and administered by clinical professionals too. Therefore, this approach, have and still adversely affecting the drug store calling practice and retail feasibility of unadulterated medication store in Malaysia. Consequently, current retail drug stores commonly offer both pharmaceutical and non-pharmaceutical item/administrations to keep up feasible in Malaysian market. The significant members in the Malaysian retail drug store scene are global partnerships, for example, GCH Retail (M) Sdn Bhd and Watsons Personal Care Store, nearby organizations, for example, Caring Pharmacy and Trustz Pharmacy, and a plenty of little freely worked drug stores. In 2009, the multinationals, GCHs Guardian and Watsons aggregately commanded 54% of the absolute piece of the overall industry while 46% was isolated among neighborhood retail drug stores as appeared above (Euromonitor 2010). For the most part experienced in managing enormous businesses, these global partnerships contrasted with the residential partners, have the experties in taking care of preparing, bundling, coordinations, stock administration and so forth. Also, they have the upsides of economies of scale, retailing of in-house brand, increment in advertise benefit and share, and more extensive rebate boundary for retail human services items. part 1 Outer and inner elements affecting retailers promoting systems In this bearish economy, retailing in Malaysia recorded a downtempo in current worth development (CVG) in 2009 contrasted with earlier year yet at a positive pace (Euromonitor 2010). Gross domestic product conjecture was rethought in May 2009 from 4% to 5% decay for 2009 considering falling apart universal monetary standpoint (Euromonitor 2010). While customer certainty dwindled, optional spending was diminished yet seemed ready to spend somewhat more during limited time period or went to less expensive choices, for example, mid-valued/efficient in-house brands or nonexclusive drugs. With continuous urbanization pattern, advanced education levels and better expectations for everyday comforts produced more noteworthy eagerness among post downturn shopperconsumers in regards to self-prescription. This further fortified the significance of retail drug stores as customers had the option to procure OTC human services, healthful items and physician recommended drugs from retail drug stores. By and large pattern of the retail drug store segment is equipping towards the deals of generics and OTCs in the midst of downturn. Cost of generics are by and large lower, 27%-90%, contrasted with marked/trend-setter items (Shafie Hassali 2008). Along these lines a more cost more amicable choice for customers while overall revenues of generics are higher than marked/trailblazer items, which is great for retailers a success win arrangement. In any case, deals of non-solution items, for example, OTCs, TCMs, nutrients and enhancements are as yet the fundamental supporter of the retail pharmacys income at 79%. These items correspondingly are seeing development in deals energized by gains in hack, cold and hypersensitivity cures, in the midst of worldwide lull since 2008. Having said as much, retailers despite everything utilize distinctive promoting methodologies to separate themselves from existing contenders and endeavor to reposition themselves as market pioneers some fruitful while some battled. Techniques relating to every one of the distinctive sort of associations will be additionally talked about as follow: Systems utilized by global company The multinationals (i.e Guardian, Watsons) have adopted an expansive range strategy by endeavoring to enhance from conventional apportioning administrations regular to the idea of a drug store, into other market portions with respect to general social insurance and excellence answer for infiltrate into more extensive customer sections during the hour of downturn. The retailers reacted by participating in customary advancements and stretched out deals period to empower spending and offering a blend of both pharmaceutical administrations with magnificence care. Quick extension procedures attempted by driving binded retailers brought about a generous acceleration in the affixed store numbers in the country. 2009 saw a slight improvement in the normal selling space per outlet of excellence and wellbeing pro retailers. More retailers started opening stores in shopping centers which were bigger than their independent foundations. Most magnificence and wellbeing authority retailers dispatch their retail chains in Klang Valley. This is to a great extent because of more noteworthy buying power among urban shoppers. In any case, more excellence and wellbeing pro retailers are extending outside Klang Valley so as to serve the rising populace and developing buying intensity of customers in East Malaysia and optional states. Propelling of financial plan in-house brand is to cover a more extensive scope of buyer portion. Gatekeeper: target market, item and administrations, advancement GCH Retail (M) Sdn Bhd is a completely claimed auxiliary of a Hong Kong based Dairy Farm International Holdings Ltd, recorded on the Hang Seng Stock Exchange. Dairy Farm International Holdings Ltd is 78% possessed by the Jardine Matheson Group, which is recorded on the FTSE Stock Exchange notwithstanding auxiliary postings on the Singapore Straits and Bermuda Stock Exchanges (Euromonitor 2010). In Malaysia, the organization is engaged with the activity of Guardian drug store, Cold Storage general store and Giant hypermarket outlets. In 2009, because of its forceful outlet development, with 20 new Guardian outlets, and proactive advancement including every day specials supported the companys pharmaceutical piece of the pie to 35% Figure 2.0, possessing the biggest cut of the retail drug store advertise fragment. GCH Retails Guardian brand is standing out in light of the fact that the retail group is step by step getting well known in Malaysia. For example, Guardian led the idea ofâ modern retail drug store by giving proficient meeting and administration by enlisted drug specialists, in addition to all encompassing wellbeing and individual consideration arrangement. GCH Retails in-house brand offers quality items at moderate costs in light of the fact that the companys in-house items are produced and sourced locally. In addition, the organization, focusing on all buyer fragment, from low to high pay workers, was extremely forceful in advancing its home image items regarding publicizing and advancements, while likewise building up its item runs. For example, Guardian committed a large portion of a page or full-page ads in their in-store handouts or pamphlets for their in-house brand items. GCH Retails portion of in-house brand items has been becoming consistently to a great extent because of creating brand acknowledgment just as the more extensive scope of things accessible. In light of the Malaysian governments bolster activities intended to spike little and medium estimated ventures (SMEs) in Malaysia, it is normal that the organization will keep on sourcing new items for its in-house brand lines. Outside and interior components examination Outside Interior Dangers Financial log jam Decentralized showcasing capacity: conflicting brand picture Shortcomings Withdrawn customer spending Expanded contention between contenders Openings Import/Export: Malaysian Ringgit versus Hong Kong Dollar Great administration: ready to react to advertise change Quality Change in buyers spending design Both outside and inward factors impact how the organization chooses to work. The outer elements will be the equivalent for all the market players. Watsons individual consideration store: target market, item and administrations, advancement Watsons Personal Care Stores (WPCS) is an auxiliary of the AS Watson Group which is entirely possessed by the Hong Kong put together Hutchison Whampoa Ltd recorded with respect to the Hang Seng Stock Exchange fundamental board and has been in Malaysia since 1994. Being the biggest magnificence and wellbeing retail chain in Asia, in Malaysia, with 211 outlets across the nation following the effective merger and securing of Apex Pharmacy Sdn Bhd in Jun 2005, WPCS is one of the most practiced individual consideration chain stores (Euromonitor 2010). In 2009, though with pharmaceutical worth portion of 19% Figure 2.0, because of expanding number of excellence and wellbeing expert retailers, WPCS remained the biggest network drug store retail chain in Malaysia. Having said as much, persistent promoting ef

VIRTUAL WALKING TOUR ASSIGNMENT Research Paper Example | Topics and Well Written Essays - 2000 words

VIRTUAL WALKING TOUR ASSIGNMENT - Research Paper Example Besides, he thinks about that the boulevards in Paris are smaller than those of American lanes. In like manner, parking garages in Paris are based on the two sides of the roads. He likewise finds that the avenues in Paris are littler and dissimilar to colossal vehicles, for example, trucks that stumble into the boulevards of America, the trucks in Paris are moderately littler in size and are planned by the neighborhood culture and the widths of the roads. Jim attempts to recognize the boulevards of Paris with that of American lanes. The locales over all the roads of Paris are joined by various little and enormous shops, for example, wine shops, meat shops, pork shops, bread shops, chocolate shops and numerous other various shops selling an assortment of fascinating items. He expresses that the structures close by of the boulevards are most extreme seven-storeyed. The most intriguing thing that I find is the size of structures along the avenues. I find that practically all the structures were comparable in size, most of which were seven-storeyed. The assorted variety in the structures was obvious just at the ground floor of the structure while the remainder of every wa uniform with others. The widths of the structures were more noteworthy than the width of the road and were progressively similar to landmarks (Latour and Herment). I think Paris has one of the world’s incredibly delightful urban scenes. The consistency in structures portrays the solidarity of individuals in Paris. Each building is exceptional in itself. A building’s configuration doesn't delineate the predominance over different structures. Notwithstanding the lanes being thin, there are only from time to time traffic issues. The shops selling an assortment of basic food item items and other fascinating items in reality offer individuals a wide decision. In addition, the trees are planted nearby of the avenues, and parking garages furnish individuals with cool shade throughout the mid year and help in controlling air contamination. Jim remarked that French individuals most likely make the best blend of convention and

Your college application motivation soundtrack for November

Your college application motivation soundtrack for November A lot of the people reading this have probably spent the past two months furiously writing and rewriting their personal essays to meet the early action deadline01 Congrats! You made it! . A lot of the people reading this are probably starting on their Common App essays, or gearing up for the MIT regular deadline. Wherever you are in your college app process: good job! Youre doing really good, keep it up! Youve probably learned a lot about yourself while writing those personal essays. I recall really having to dig down deep into what made me so quintessentially  me. We know that this isnt easy, but we hope that youve learned a lot about yourself, and we also hope that you continue to learn more as you finish up your application process! To help you successfully do what the subtitle of this post says, we have curated a ~reflective~ playlist that will hopefully help you introspect as you continue to write! Congrats! You made it! back to text ?

Bone and Steroid-induced Osteoporosis - 1277 Words

A disease of long duration is a chronic disease. Osteoporosis is considered chronic and this paper will discuss what it means, what the risk factors and who is affected, this paper will address the symptoms to look out for and when to go to the doctor. Nutrition and what proper exercise can do to help prevent or slow down the progression caused by osteoporosis, and then the paper will list prevention and treatment options. May is osteoporosis month and this encourages free screenings for those who may have chances for osteoporosis! A disease that affects the bones and causes the bones to become porous and brittle is called osteoporosis. Osteoporosis threatens any bone in the body. Hips and spines can be the ones that are the ones that†¦show more content†¦A healthy diet and adequate exercise can prove to be very beneficial to those affected or have a chance of being affected with osteoporosis. Vegetables such as pumpkin, carrots, sweet potato and squash are just a few. Oatmeal, honey, peanuts, walnuts, and almonds, beans, raisins, peanut butter, salmon and other fishes, and according to foodandlife.com (2008), the article states that the skin and fat should be left on the fish. The reason is that the Eicosapentaenoic acid (EPA fat) raises the high-density lipoprotein (HDLs) levels. EPA is considered part of the Omega 3 Fish Oils that should be taken as a form or treatment. Furthermore, other vitamins to take are Calcium and Vitamin D. Vitamin D taken with calcium supplements which is an inexpensive tre atment that helps reduce the risk of fractures by strengthen the body mass. The key is to remember that it is not the amount of calcium that is taken, but how much the bones absorb. There are foods to avoid, such as: some milk products like 1% and 2%, red meat, which can cause some calcium lose, foods with high butter fat and animal fats, so do not choose meat that have less than 96% fat, salt and sugar also cause the bone to lose bone mass, and alcohol can keep the bones from absorbing the calcium that is so needs. Exercise keeps the body moving and keeps the body strong. Weight exercise are beneficial by the mean of when the body feels the stress of the weight, theShow MoreRelatedHow to Reduce or Delay Osteoporosis Essay example1455 Words   |  6 Pages Osteoporosis is a bone disease that causes the bones to become so thin that they can break during normal daily activities such as lifting a heavy object or rolling over in bed. 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The True Bugs Insects in the Order Hemiptera

When is a bug really a bug? When it belongs to the order Hemiptera – the true bugs. Hemiptera comes from the Greek words hemi, meaning half, and pteron, meaning wing. The name refers to the true bugs  forewings, which are hardened near the base and membranous near the ends. This gives them the appearance of being a half wing. This large  group of insects includes a variety of seemingly unrelated insects, from aphids to cicadas, and from leafhoppers to water bugs. Remarkably, these insects share certain common traits that identify them as members of the Hemiptera. What Are True Bugs? Though members of this order may look quite different from one another, Hemipterans share common characteristics. True bugs are best defined by their mouthparts, which are modified for piercing and sucking. Many members of Hemiptera feed on plant fluids like sap  and require the ability to penetrate plant tissues. Some Hemipterans, like aphids, can do considerable damage to plants by feeding in this way. While the forewings of Hemipterans are only half membranous, the hind wings are entirely so. When at rest, the insect folds all four wings over each other, usually flat. Some members of Hemiptera lack hind wings. Hemipterans have compound eyes  and may have as many as three ocelli (photoreceptor organs that receive light through a simple lens). The order Hemiptera is usually subdivided into four suborders: Auchenorrhyncha – the hoppersColeorrhyncha – a single family of insects that live among mosses and liverwortsHeteroptera - the true bugsSternorrhyncha – aphids, scale, and mealybugs Major Groups Within the Order Hemiptera The true bugs are a large and diverse order of insects. The order is divided into many suborders and superfamilies, including the following: Aphidoidea - aphidsPentatomoidea – shield bugsGerromorpha – water striders, water cricketsCicadoidea - cicadasTingidae – lace bugsCoccoidea –  scale insects Where Do True Bugs Live? The order of true bugs is so diverse that their habitats vary greatly. They are in abundance worldwide. Hemiptera includes terrestrial and aquatic insects, and members of the order may also be found on plants and animals.   True Bugs of Interest Many of the true bug species are interesting and have distinct behaviors that distinguish them from other bugs. While we could go into great length about all these intricacies, here are a few that are of special interest from this order. Marine skaters in the genus Halobates live their entire lives on the surface of the ocean. They lay eggs on floating objects.The family Pentatomidae  (better known as stink bugs) have glands in the thorax that emit a foul-smelling compound. This defense helps them repel potential predators.Cicadas of the genus Magicicada are famous for their odd life cycles. Cicada nymphs stay underground for 13 or 17 years after which they emerge in large numbers and with a deafening song.Females of the genus Belostoma (giant water bugs) lay their eggs on the back of a male. The male cares for the eggs, bringing them to the surface for proper aeration. Sources: Gordons Hemiptera Page; Gordon Ramel.Field Guide to Common Texas Insects; Texas AM University website.  Hemiptera - Suborder Heteroptera; Dr. John Meyer; North Carolina State University Department of Entomology website.  Kaufman Field Guide to Insects of North America, Eric R. Eaton and Kenn Kaufman; Houghton Mifflin Harcourt; 2007.

Tax on Producers and Consumers Free Essays

string(159) " a subsequent increase in price, as the company passes on costs to consumers, with the removal of a clean-up subsidy \(seen with the increase from P1 to P2\)\." Question 1 Figure 1. 1- A tax on Producers a) i) Equilibrium Price and Quantity before tax: 100-10Q = 20 +10Q ? 20Q = 80 ? Q = 4 When Q = 4, P = 60 ? Equilibrium price equals $60 and equilibrium quantity is 4 million ii) Consumer Surplus = ? x 4 x 40 = 80 Producer Surplus = ? x 4 x 40 = 80 iii) An efficient market occurs when total surplus is maximized. This equilibrium of P = 60 and Q = 4 has maximized consumer and producer surplus equally. We will write a custom essay sample on Tax on Producers and Consumers or any similar topic only for you Order Now It is at this point where the marginal cost of production equals marginal benefit. Question 1 cont. b) i) After imposing a tax of $20, being levied on the producers, the price paid by buyers is $70 and the price received by sellers is $50 per unit of mobile phones sold at the reduced quantity supplied of 3 million. This is illustrated in figure 1. 1 with the shift in the supply curve from S1 to S2. ii) Consumer Surplus = ? x 3 x 30 = 45 Producer Surplus = ? x 3 x 30 = 45 iii) There is a decrease in the total surplus after the implementation of a tax on mobile phones. A substantial portion of the total surplus has been redistributed to government tax revenue, however, there is a deadweight loss. Marginal social benefits exceed marginal social costs, resulting in inefficiencies within the market for mobile phones. c) Expected Total Revenue = 3 x 20 = $60 million Expected Deadweight Loss = 2 ( ? x 1 x 10 ) = $10 million d) The distribution of real incidence is the amount of burden of a tax shared between the buyer and seller. This proposed tax shares the burden of the $20 equally between buyers and sellers. The distribution of real incidence on buyers is a $10 rise in the price paid on sellers is the $10 decrease in price received for each mobile phone. e) Elasticity of Demand = Ave. P x ? Q Ave. Q ? P = 65 x (-1) 3. 5 10 = -1. 857142857 ? Elasticity of Demand equals 1. 857 The Elasticity of demand is greater than one which means the demand for mobile phones is elastic. The percentage decrease in the quantity demanded exceeds the percentage increase in price. This tax would mean as there is a 1% increase in price there is a 1. 57% decrease in quantity. There is also a decrease in the total revenue as the price increases. Question 2 |   |Printer |Kilogram of Rice | |Thailand |100 |5 | |India |90 |3 | Figure 2. – Thailand’s Production Possibility Frontier Figure 2. 2- India’s Production Possibility Frontier Question 2 cont. |   |Printer |Kilogram of Rice | |Thailand |36 |1080 | |India |40 |1800 | c) Points seen in Figure 2. and Figure 2. 2 d) – Thailandâ⠂¬â„¢s opportunity cost of producing 1 printer is 20kgs of Rice – Thailand’s opportunity cost of producing 1 Kg of rice is 1/20th of a printer – India’s opportunity cost of producing 1 printer is 30kgs of rice – India’s opportunity cost of producing 1kg of rice is 1/30th of a printer Thailand should specialise in the production of printers as it has a higher comparative advantage. This has been achieved as there is a lower opportunity cost in the production of printers in Thailand compared to India.    |Printer |Kilogram of Rice | |Thailand |90 |0 | |India |0 |3000 | Specialisation has lead to an increase in the combined output for both countries. Thailand has increased its printer output by 54 and India has increased rice output by 1200kgs. ) Consumption bundle after trade |   |Printer |Kilogram of Rice | |Thailand |42 |1200 | |India |48 |1800 | Consumption points after trade for countries Thailand and India are labeled â€Å"H† and â€Å"N† in Figure 2. 1 and Figure 2. 2 respectively. Trade has benefited to both countries. Thailand has increased their consumption bundle with an increase in kilograms of rice from 1080 to 1200 and increased its computers from 36 to 42. India has increased their consumption bundle with their increase in printers from 40 to 48. Question 3 Figure 3. 1- Nuclear Electricity Market a) The equilibrium point e1 is influenced by inefficient outcomes of a subsidy. The subsidy brings about overproduction, represented by the quantity Q1. This overproduction lowers the price, or private costs of the clean up for the company. Marginal costs are increased as the higher production forces inefficient resource allocation. ) If the subsidy is removed there will be an overall increase in the efficiency within this market. The supply will decrease, illustrated in Figure 3. 1 with the leftward shift in the supply curve from S1 to S2. The private cost of nuclear energy production would reflect the true cost of production, including disaster clean-ups. The increase in price can also be seen in Figure 3. 1 with the price from P1 to P2. There would be a consequent decrease in the quantity of nuclear energy and stop the inefficient overproduction and usage of limited resources. ) If the government imposes an insurance levy tax on the power company the cost of a nuclear clean-up will be higher than the cost with a clean-up subsidy but will be lower than costs incurred if the power company had to absorb the entire financial burden. The insurance levy would create a new supply curve, illustrated in Figure 3. 1 with S3, as the reduced cost of a clean-up allows for greater nuclear energy production at a lower price. The quantity increase is seen with the movement from Q2 to Q3 and the decrease in cost of production is seen with the movement from P2 to P3. Question 3 cont. ) The three equilibriums achieved vary in the burden sharing and efficiency of a subsidy, a tax and no intervention in the nuclear energy market. Government intervention with the clean-up subsidy (represented wi th e1) reduces private costs of production and clean-up. This brings about inefficiencies as the true cost of production, including clean-ups after disasters, is not reflected in price of P1. The reduced cost in this scenario also leads to overproduction and an inefficient quantity of Q1 supplied. The most efficient market where marginal social benefits equal marginal social costs is shown at the equilibrium point e2. The true cost of production including negative externalities is counted for and there is a subsequent increase in price, as the company passes on costs to consumers, with the removal of a clean-up subsidy (seen with the increase from P1 to P2). You read "Tax on Producers and Consumers" in category "Essay examples" The increase in price leads to a decrease in the quantity of nuclear energy demanded and a leftward shift in the supply curve from S1 to S2. The imposition of an insurance levy has decreased the price of a nuclear disaster clean-up as the power company is now relieved of part of the entire financial burdens. This decrease in the price of a clean-up is seen in Figure 3. with the decrease in price from P2 to P3. There is an increase in quantity demanded, seen with the increase from Q2 to Q3 and there is an increase in the supply of nuclear energy production. This new equilibrium e3 is not the most efficient point in the nuclear production market but allows for an increase in demand of the most cost effective energy generation The point e3 would be most beneficial to society as there is an increase in efficiencies with the removal of a government clean-up subsidy yet the power company doesn’t wear the entire financial burdens of further nuclear disaster clean-ups. There is an increase in the price of nuclear production, however, this point P3 Q3 represents a fairer and more cost-effective way of reducing the costs of future nuclear disasters as less responsibility has fallen on the producers of this energy. Question 4 a) Figure 4. 1 iii) A population decrease will decrease the demand of this inferior good. This is illustrated in Figure 4. 1 with the demand curve shifting to the left from D1 to D2. An increase in the productivity increases the output quantity using the same amount of input. This increase in supply is seen with the supply curve shift to the right from S1 to S2. The combined decrease in demand and increase in supply has reduced the price of this good from P1 to P2. A new equilibrium, e2, has been formed at the points P2 Q2. Question 4 cont. b) Figure 4. 2 iii) As incomes increase the consumption of inferior goods decrease. This decrease in demand is shown in Figure 4. 2 with the demand curve shifting to the left from D1 to D2 to form the quantity demanded Q2. The increased price of inputs and therefore production costs has reduced the production productivity. This loss of productivity is illustrated through the leftward shift of the supply curve from S1 to S2. A new equilibrium has been formed at the points P2 Q2. Question 4 cont. c) Figure 4. 3 iii) The demand for inferior goods increases as incomes decrease. This increase in demand is illustrated in Figure 4. 3 with the rightward shift of the demand curve from D1 to D2 and the quantity demanded increase from Q1 to Q2. As the number of firms in the market decrease the price competitiveness influence weakens. Less competition allows for an increase in the price, seen in the shift from P1 to P2. The combined influence of an increase in quantity demanded (Q1 to Q2) and increase in price (P1 to P2) has formed a new equilibrium point, e2 (P2, Q2), with the shift in the demand curve to the right. Question 4 cont. d) Figure 4. 4 iii) There is a decrease in demand of the inferior good as the consumer preference for this good decrease. The product is used together with a complement product. An increase in the price of a complement product will also decrease the demand of the inferior good. This decrease in demand is illustrated in Figure 4. with the change from Q1 to Q2 and the shift of the demand curve to the left from D1 to D2. This creates a new equilibrium point e2 at the points P2 Q2. Question 4 cont. e) Figure 4. 5 iii) The increased price of a substitute in consumption increases the demand of the inferior good, illustrated in Figure 4. 5 with the demand curve shift to the right from D1 to D2. The supply quantity of the inferior product will decrease as the price of a substit ute in production increases. There is an increased ability for the supplier to raise profits from the higher price of the substitute while using the same resources. This tendency has therefore decreased the supply of the inferior goods, illustrated with the left of the supply curve to the left from S1 to S2. Figure 4. 5 shows how suppliers are only willing to supply the same quantity if there is an increase in price (from P1 to P2). The increase in demand and decrease in supply of this inferior good has resulted in a new equilibrium point e2 at points P2 and Q2. Question 5 a) There is a tendency for consumers to buy products they know which are used by many other people as it influences customer perception of reliability and value. If a celebrity endorses a product it shows the possible customer how the product has already reached a substantial audience of consumers who are satisfied and willing to show others. b) Inconsistency in consumer behavior can be rationalized under the idea of the endowment effect. The endowment effect makes a person value a personal good higher than it costs to buy. Molly has shown this effect as she is unwilling to accept $50 for her poster even though she knows it costs less than $50 for a replacement. c) Figure 5. 1- Max’s Budget Line i) – Price of Hotdog =$1 Price of Hamburger =$2 ii) Slope: PHAMQHAM + PHOTQHOT = Y ? $2QHAM + $1QHOT = $8 ? QHAM + ? x QHOT = 8/2 ? QHAM = 4 -1/2QHOT ? Slope equals -1/2 There is a negative slope (-1/2) of the budget line. The budget line and the Production Possibility Frontier (PPF) are similar as the curve of each represents the maximum quantity of two products which can be obtained using limited resources. Max’s budget line sho ws the maximum combination quantity of two attainable products with his limited income while the PPF shows the maximum output of two products with a limited amount of input. How to cite Tax on Producers and Consumers, Essay examples

Bunker Hill`s Battle Essay Example For Students

Bunker Hill`s Battle Essay The sounds of muskets being fired, its ammunition ricocheting off rocksand splintering trees are heard all around. The pungent smell of gun powderstings the nose, and its taste makes the mouth dry and sticky. The battle isstill young, but blood soaked uniforms and dead or dying men can already beseen, causing the fear of death to enter many of the soldiers minds. It isremembered that freedom is what the fight is for, so we must continue to gainindependence. The battle has been going on for a short time now, although visionis already obscured from all the smoke and dust in the air. It is becomingincreasingly difficult to breathe, with all of these air borne substancesentering my lungs. People are still being struck by musket balls for the criesof agony rise above the many guns explosions. This is how the battle to beknown as Bunker Hill began. On June 17, 1775 the Battle of Bunker Hill tookplace. It is one of the most important colonial victories in the U.S. War forIndependence. Fough t during the Siege of Boston, it lent considerableencouragement to the revolutionary cause. This battle made both sides realizethat this was not going to be a matter decided on by one quick and decisivebattle. The battle of Bunker Hill was not just an event that happened overnight. The battle was the result of struggle and hostility between Great Britain andthe colonies for many years. Many of the oppressive feelings came as a result ofBritish laws and restrictions placed on them. It would not be true to say thatthe battle was the beginning of the fight for independence. It is necessary tosee that this was not a rash decision that occurred because of one dispute, butrather that the feelings for the British had been getting worse for a long timeand were finally released. Perhaps two of the most notable injustices, asperceived by the colonists, were the Stamp Act and the Intolerable Acts. TheStamp Act was passed by the British Parliament to raise money for repaying itswar debt from the French and Indian War. The Act levied a tax on printed matterof all kinds including newspapers, advertisements, playing cards, and legaldocuments. The British government was expecting protest as result of the tax butthe level of outcry they received. The colonists were so angry bec ause they hadno voice in Parliament which passed the law, thus came the famous cry, Notaxation without representation! The colonists would protest these lawswith the Boston Tea Party. The British responded to this open act of rebellionby imposing the Intolerable Acts, four laws designed to punish Boston and therest of Massachusetts while strengthening British control over all the colonies. These were not the only incidents that caused unrest to exist between the twocountries. There had been friction between British soldiers and colonists forsome time because of the Quartering Act, a law which required townspeople tohouse soldiers. This unrest and tension resulted in the Boston Massacre, anevent that resulted in colonists death and both sides being more untrusting ofeach other. These feelings of discontent and the growing fear of an uprisingwould lead the British to proceed to Lexington and Concord and destroy colonialmilitary supplies. This left the colonists with the feeling of hatred and totalmalice towards the British. Because of these incidents neither side trusted theother, and had concerns that the opposition would launch an attack upon them. When the British planned to occupy Dorchester Heights on the Boston Peninsula,the colonists became alarmed at the build up of British troops off of the coast. Triangular trade EssayAlthough the British technically won the battle because they took control of thehill, they suffered too many losses to fully benefit from it. The British hadsuffered more than one thousand casualties out of the 2,300 or so who fought. While the colonists only suffered 400 to 600 casualties from an estimated 2,500to 4,000 men. Besides having fewer deaths than the British, the colonistsbelieve they had won in other ways as well. The Americans had proved tothemselves, and the rest of the world that they could stand up to the Britisharmy in traditional warfare. And only a few days later, George Washington wouldlead a group of men up to Dorchester Heights, aiming their cannons at theBritish, and then watched the Red Coats retreat from the hill. So even thoughthe British had won the battle, it was a short lived victory since the coloniststook control of the hill again, but this time with more soldiers to defend it. The Battle of Bunker Hill was important for a variety of reasons. The first onebeing that it was the first battle of the Revolutionary War, and because of thefierce fighting that defined the battle it foreshadowed that it was going to bea long, close war. Another important event that came from the battle was that itallowed the American troops to know that the British army was not invincible,and that they could defeat the British in traditional warfare. The lossesexperienced on the British side also helped to bolster the colonists confidence. So it came to be that the Battle of Bunker Hill would be the foundation that thecolonists would look back to for the many battles that occurred during theAmerican Revolution. The first being that the British suffered heavy losses andwould no longer convinced of a victory when they went to battle the colonists. Fifty years after the battle a movement began to rise in the young United Statesto create a memorial to the battle atop Breeds Hill. So, the Bunker HillMemorial Association was formed and they bought fifteen acres of land atop ofBreeds Hill. Then in 1825 the cornerstone to the monument was laid. Chronologyof the battle Time AMERICANS BRITISH midnight Colonists begin construction offortifications on Breeds Hill 4am British warships fire on the newly discoveredfortification 2pm American reinforcements arrive; rail fence constructionBegins. British soldiers land on Moultons point 3:30pm First battle is repulsedat the rail fence 4pm Second assault is repulsed at flashes and at redoubt4:30pm Colonists withdraw. Final assault succeeds at redoubt 5:30pm End ofbattle. Bibliography1. http://www.wpi.edu/Academics/Depts/MilSci/BTSI/hill/hill.html2. http://www.greeceny.com/arm/welch/bunker.htm3. http://www.bit-net.com/~ddillaby/bunker_hill.html 4. http://www.nps.gov/bost/bunkhill.htm 5. Microsoft Encarta Encyclopedia 1996

I. Introduction/Background/Purpose/Hypothesis Essays - Catalysis

I. Introduction/Background/Purpose/Hypothesis: BACKROUND: An enzyme is a protein that controls the chemical reactions that take place in the body. Enzymes help by catalyzing (speeding up) the reaction and intern lowering the activation energy required for the reaction to occur. Molecules called substrates bind with enzymes during reactions. However each enzyme has a very specific purpose. The shape of the active site on the enzyme's outer layer determines that purpose, along with deciding which substrates can bind with that specific enzyme. The active site of the enzyme is the spot where the substrate binds in order for the reaction to occur. The bond formed by the enzyme and substrate is a noncovalent chemical bond that exists little more than a millisecond. However, while bonded the substrate undergoes a chemical change and is converted into the product of the reaction. While held together by this weak bond the enzyme-substrate complex is formed. When the reaction is over this complex breaks down and the product leaves the enzy me and is used by the cell. Then enzyme returns to the catalytic cycle unchanged and it waits to be used again. Any one enzyme may be used over a thousand times per second: in turn requiring very little amounts of enzyme to convert large amounts of substrate into product. Since they are used at such an extreme pace enzymes do wear out and denature. Cellular proteinases are what cause the denaturation of the enzyme. The enzyme is then changed into the most basic amino acids and is used to make other proteins. The balance of the following determines enzyme amount: the process, which degrade the enzyme, and the processes that synthesize the enzyme. If a chemical reaction requires an enzyme to occur and none are present, than the rate of the reaction is very slow. However, if the amount of enzyme concentration is increased in a chemical equation than the catabolic rate is also increased. PURPOSE: The experiment we are going to investigate is meant to determine the effects of temperature on the activity of the enzyme. We will test temperatures ranging from 4?C to 48?C to find out if extreme temperatures either increase or decrease enzyme activity. Four different compounds will be tested, each having a different temperature, in order to determine what, if any, affect those temperatures will have on the enzyme activity. Comparing the color change in the substances will monitor enzyme activity. These color changes will be observed according to their absorbency of light. The absorbency will be monitored using a spectrophometer. Each compound will be tested several times to get an average set of data. This is done in order to avoid skewed results. All raw data will be recorded in table 1.1, and displayed by a graph. The averages will be recorded in table 1.2 and then displayed in there own graph. The averages will be used to get standard deviations. Those figures will be d isplayed in table 1.3 and also displayed in a graph. HYPOTHESIS: Enzyme activity will be increased as the temperature changes. However, at the extreme temperatures the enzyme activity will decrease. One thing should be kept in mind however, this experiment uses peroxidase as its enzyme, but every enzyme has a different optimal temperatures. II. Materials/Method: MATERIALS: 9 test tubes, 2 hot water baths (one at 32?C and one at 48?C), Refrigerator, 30 ml guaiacol, 30ml H2O2, 30ml turnip extract, 30ml of Ph5 stock solution, spectrophometer, micro-pipet, roller pipet, 2 test tubes racks, 2 cuvets, cuvet rack, kim wipes, timer, gloves and goggles, distilled water, micro-pipet tips, sharpie METHOD: 1) Pre-incubate water baths to correct temperatures 2) Label test tubes 1-9 with Sharpie marker 3) Mix test tubes according to table 4.3 on page 4-9 of lab manual 4) Calibrate spectrophometer, according to directions given on page4-5 figure4.3, using test tube number 1 (the control) 5) Mix test tubes 2 & 3 and record absorbency every twenty seconds for 2 minutes. (be sure to start timing as soon as test tubes are mixed being mixed) 6) Mix test tubes 4 & 5 and record absorbency every twenty seconds for 2 minutes. (be sure to start timing as soon as test tubes are mixed being mixed) 7) Mix test tubes 6 & 7 and record absorbency every twenty seconds for

Second-Grade Goals for Students After the New Year

Second-Grade Goals for Students After the New Year In order to hit developmental benchmarks, it helps to have parents on your side. These are a few second-grade goals for students to complete after the new year. Share them with parents during conferences so they will have a rough idea of the expectations you have for their child. All children learn differently and are not alike, but it helps to have a few general goals listing which skills students will need to know by the end of the school year. Goals to share with parents should include a focus on reading, math, writing, and what to work on at home. Reading Goals Second-grade students should be able to recognize words as chunks, not just individual letters. For example when looking at the word cheat, the second-grade student should be able to recognize the word eat. Other reading goals include: Increase reading fluency and expression.Use punctuation appropriately.Identify an increasing number of words by sight.Be able to identify the speaker in a story.Retell a story by providing details. Students should also be able to use graphic organizers- visual and graphic displays that organize ideas and demonstrate relationships between different information and concepts- to show an understanding of story elements such as the main character, plot, main idea, supporting details, setting, solution, and theme. Additionally, second-grade students need to strengthen their comprehension skills when reading independently.  They should  be able to identify the main idea in the story as well as locate supporting details, infer, and be able to answer text-specific questions. (This is now a part of the  common core.) Math Goals Second-grade students must able to simplify word problems and directions when needed. They need to have the ability to take their time and work through a problem until it is completed properly. Other math goals include: Recite 25 math facts in one minute.Understand math vocabulary and recognize it. For example, they must be able to recognize what the question is asking, such as: What is place value?Use appropriate tools to strategically to solve a problem.Mentally calculate sums and differences for numbers with only tens or hundreds.Develop a foundation for understanding area and volume.Be able to represent and interpret data. Additionally, second-grade students should extend their understanding of the base-10  system. Writing Goals By the end of second grade, students must be able to capitalize and punctuate correctly and use punctuation to add effect to their writing. Second-graders should also be able to: Provide a strong beginning that will grab the readers attention.Create an ending that will show that their writing piece is finished.Use strategies to plan writing, such as brainstorming and using graphic organizers.Show their personality through their writing.Use a dictionary to self-correct during the drafting phase.Add details to support the main idea. Additionally, students should begin to use transition words in their writing to construct logical order, such as first, second, and third, or next and finally. At Home Goals Learning does not end in the classroom. While at home, students should: Practice math facts- three to five facts at a time- each night or at least five times a week.Study spelling patterns and practice spelling words in a variety of ways besides memorization.Read independently for at least 10 to 15 minutes each night.Have plenty of age-appropriate books available to help them develop vocabulary skills.Work with their parents to develop study skills that will last a lifetime. Even at home, children should use punctuation correctly and write in complete sentences in letters, shopping lists, and other writing.

In class essay2 (1) Essay Example | Topics and Well Written Essays - 500 words

In class essay2 (1) - Essay Example Therefore, if the bone of contention is cost of installation, then concern should be addressed through government subsidy whereby the government should be made to understand that in the event that it subsidize cables, then it is easy for power companies to consider laying power cables underground. This will limit exposure to adverse weather elements that cause interruptions. This way, the government will be helping in making sure that its citizens have access to uninterrupted power supply and probably say bye to blackouts associated with adverse weather conditions (Fecht 1). Assuming that the government does consider subsidy, or even if it does not consider subsidy, whose responsibility should it be to see that the underground cables are laid? In other words should the government, or residents pay for the cost of installing underground power line? As much as this question may be subjected to various opinions, it appears to me that all of them are stakeholders. The government, residents, and the power company should all contribute towards the cost of installing the underground power line. The government has a responsibility to its citizens. As such, should provide part of the funds for installation. The moment there is power blackout, a lot of government job goes undone, inevitably drawing the government in as a stakeholder in the whole scenario. Coupled with its responsibility to ensure that citizens receive all the essential services, the government should not play the second fiddle in the matter. Secondly, the power company should also contribute to t he cost of installation since eventually, all the installations remain their assets from which they earn profits. Lastly, the residents should also contribute something little so that they can have a voice in the whole process to facilitate speedy resolution and installation. However, the

Research Paper on the emergency response of InternationaL Nashville

On the emergency response of InternationaL Nashville Airport, Tennesse - Research Paper Example There are different types of emergency: natural disasters and man-made situations and disasters. The natural disasters may appear in the shape of hurricanes, tornadoes, and earthquakes while man-made disasters include acts of terrorism, food poisoning or any other issue that may be technical. Based on this assessment, the emergency response plan cannot be absolute or perfect; rather, it may be developed based on the type of the disaster. However, there are certain aviation standards, procedures and protocols essential for all types of emergencies or accidents. In the following parts of this paper, Incident Command System (ICS) has been discussed. It is a national level protocol describing the different aspects and concepts related to emergency. The key concepts inbuilt in it are common terminology, unity of command and so on. It is followed by the part mentioning Nashville International Airport background and different awards (as well as reasons for them) won by the airport. Addition ally, the subsequent paragraph elaborates the basic information relating to the airport. After that part, rules and regulations relating to the Accident Reports and Emergency Conditions have been provided and discussed. These rules and regulations have been taken from Metropolitan Nashville Airport Authority. Before the conclusion part, the analysis of Nashville Airport emergency response exercises has been provided. The exercises have been described in detail to provide different steps taken by different authorities while responding to the emergency situations. The Incident Command System (ICS) is a nationally developed and controlled collection of constructs, procedures and operating practices providing synergistic principles for emergency response agencies (Kenville et al., 2009). This system was initially developed and established in 1970s in numerous formats and has become the widely used de facto standard amongst all agencies, particularly those

Structure and Development of Curriculum

Structure and Development of Curriculum Introduction The curriculum is not a simple word that can be defined; it is a discipline that consists of many factors that ultimately create the curriculum. Upon reading further into this subject, it has become obvious that the curriculum is a complex field and is more likely to reveal that many authors, scholars, academic writers each have a definition describing what the curriculum best means to them or its best definition in the context they discuss. This paper will focus on the Australian Curriculum and will attempt to address issues such as the various definitions of the curriculum, the purpose or goal of the curriculum, how the curriculum is developed, the structure of the curriculum, how the curriculum is influenced by different learning theories, the processes of teaching, learning and assessment and how the curriculum relates to 21st Century learners. Incorporating these factors and understanding this information will allow the reader to formulate his or her own educated definition of t he curriculum whilst recognising the primary features which influence learning within our schools. Definition of Curriculum and its Stakeholders Several definitions surround the meaning of curriculum; to get an overview of the definition we can throw relevant words together such as plan, objective, content, subject matter, opportunities, guidelines, framework, experiences or strategies, although in order to make sense of these words and their relationship to the curriculum we must connect these words in a logical pattern. Authors and academics Brady Kennedy (2010, p.5) simply state In seeking to understand better the role of the curriculum in the 21st century, the purpose should be to ensure that children and young people are well equipped to handle whatever it is that this century will call them to do and be, in other words, there must be a common interest and a common bond by all those involved, while Marsh and Willis (2007, as cited in Marsh, 2010, p.93) define curriculum as an interrelated set of plans and experiences which a student completes under the guidance of the school. Other definitions of the curriculum arise, d ependant on the stakeholders in question, these stakeholders are people who have an interest in the curriculum, its formation and its delivery. The business community feel that the curriculum must be able to support students in their future employment opportunities while preparing them for the economic needs of society (Brady Kennedy, 2010) and parent groups are concerned that the curriculum could be manipulated by government bodies for academic analysis instead of concentrating on equipping their children with the appropriate knowledge and experiences for a successful future (Brady Kennedy, 2010). ACARA (2010c) describes the new National curriculum as a broad scope and sequence of core learning. Critical decisions about the total educational program and how it will be implemented and adapted to meet the needs and interests of students will be the responsibility of education authorities, schools, teachers, parents and students Marsh (2010, p.24) provides a list of stakeholders with whom the National Curriculum Board (NCB), now known as the Australian Curriculum, Assessment and Reporting Authority (ACARA) consults Government Federal/State Minister for Education, Council of Australian Governments, Premiers, State/Territory ministers, Federal opposition, State/Territory opposition Education authorities Government and Non-Government Schools, Australasian Curriculum, Assessment and Certification Authorities (ACACA), Department of Education, Employment and Workplace Relations (DEEWR). Professional associations Unions, Business, Employers School-based Principals, Administrators, Teachers, Students Community Parents, Parent groups, Parent Associations Tertiary Sector Universities, TAFE, Industry training sectors, Academics From this information it is evident that the curriculum is complex, detailed and is influenced by many groups. Fundamentally, it is a plan that consists of goals/aims, content and achievement standards for each subject to be taught within Australian schools, in other words, the curriculum is a planned description of the what, how and when of teaching, learning and assessment. Understanding the foundation of curriculum, we can now concentrate on the goal of the curriculum WHO is it for and WHAT do we expect from our education system and for young Australian citizens? The purpose or goal of the Curriculum and Education Curriculum must be of direct relevance to the childs social, cultural, environmental and economic context and to his or her present and future needs and take full account of the childs evolving capacities; teaching methods should be tailored to the different needs of different children (UN Committee on the Rights of the Child, General Comment 1 as cited in Sullivan Keeney, 2008, p.38). In order to understand the goal or purpose of education, we must understand who we are directing our learning to. Acknowledging the diversity of learners will assist in identifying the scope and range of the content to be covered by the curriculum. Brady and Kennedy (2010, p.38) state Teachers must examine the curriculum carefully to ensure it does not exclude the diverse experiences that students bring with them to the classroom. More positively, the curriculum should highlight those experiences and make them the basis for discovery and learning. The K-12 National Curriculum is directed towards students developing their knowledge and understanding of the major disciplines Mathematics, English, Science and History to enable students to further their knowledge and specialise in fields through further tertiary education. Further to this, the curriculum provides the foundation that allows young Australian citizens to deal confidently with issues that arise and enables them to make informed decisions regarding social and personal matters. (EQUITY) ACARA is responsible for the development of the Australian curriculum from Kindergarten to Year 12. ACARAs work with the Australian curriculum is directed by the 2008 Melbourne Declaration on Educational Goals for Young Australians. This declaration commits to supporting learners with quality education and providing them with the skills necessary for future endeavours (ACARA, 2009a). The Australian curriculum will outline the scope and sequence of key learning areas, in other words WHAT and WHEN it is to be taught at schools, although teachers will ultimately make the decision on HOW to organise, structure and deliver this information to benefit each and every students learning experience (ACARA, 2009b). The educational goals for young Australian citizens focus on creating successful learners such as developing their capacity to be creative, resourceful and motivated individuals, to be able to think, obtain and evaluate evidence, work independently and in teams, be able to communicat e ideas, utilise current technology and be able to make informed decisions and gain the necessary skills regarding their learning and employment directions. These goals also aim to create confident individuals by providing the tools that promote a sense of self-awareness to be able to manage all facets of their wellbeing, develop values such as honesty, empathy and respect for themselves and others, form personal, social and professional relationships and have the confidence to pursue further education and training. In addition, becoming active and informed citizens is addressed through the cross-curriculum dimensions, which aim to instil an understanding and appreciation for Australias indigenous history and diverse culture and sustaining and improving our natural and social surroundings (ACARA, 2009b). So far we have discussed what the curriculum is and how it can be defined, the major influences on the curriculums development, namely the stakeholders and the purpose or goals of the curriculum and education. Before we discuss the structure and development of the curriculum, it is important to be aware of where and how the curriculum originated and why the curriculum is structured the way it is. Structure and Development of the Curriculum The structure of the curriculum and how it is developed caters for the wide range of stakeholders involved while endeavouring to achieve the best learning outcomes for Australian students. The core-curriculum was developed through the Curriculum Development Centre (CDC) by the former Director, Malcolm Skilbeck in 1980. The 24-page document attempted to reconceptualise the existing school subjects within a social-reconstructionist framework (Marsh, 2010, p.11). Even though parts of the core-curriculum were adopted in NSW, WA and NT, the development did not continue due to a lack of funding for the CDC. As the decades passed, many attempts at developing a national curriculum failed to make it successfully through its journey, finally in 2008, under the Rudd Government, a National Curriculum Board (NCB) was created to develop a National Curriculum for students Kindergarten to Year 12, consisting of four Key Learning Areas (KLAs) Mathematics, English, History and Science, with additiona l components of general capabilities and cross-curriculum dimensions working alongside these KLAs (Marsh, 2010). ACARA (2009c) was created to oversee the successful development of the Kindergarten to Year 12 Curriculum, plus the Senior Secondary Curriculum and the Early Years Curriculum Framework. Below outlines the four stages involved in the development of the Australian Curriculum Kindergarten to Year 12. Curriculum shaping stage- This involves the development of the draft shape paper, where expert advice is requested and endorsed by ACARAs board for public feedback. This creates the final shape paper, consisting of an outline of the Australian curriculum including design advice for learning areas. Curriculum writing stage A team consisting of writers, curriculum experts, and ACARA curriculum staff developing the Australian curriculum. The information includes content description and achievement standards; to achieve this, the team refers to national and international research on curriculum, while also referring to current state and territory curriculums. After public feedback and necessary modifications, the Australian curriculum for the particular learning area is ready for publication. Implementation stage Implementation plans are developed by ACARA and state/territory curriculum and school authorities (ACARA, 2010b) Evaluation and review stage Implementation feedback is reviewed carefully via processes that monitor this information. Below is a visual snapshot of the components included in the National Curriculum to be implemented in the year 2011. Australian curriculum graph.png Source: (ACARA, 2009a) Each KLA contains a statement of rationale, aims, content structure and descriptions, and achievement standards. Statement of rationale Overview of the particular subject Aims What students will achieve from this subject Content structure/organisation How the subject is arranged/designed and the information involved Content description specifies what teachers are expected to teach for each learning area at each year level, also provides the scope and sequence of teaching Achievement standards describes the quality of learning e.g. the understanding, knowledge and skill students are required to achieve at each year level. While the National curriculum will keep the original structure of scope and sequence for the KLAs, it is evident the new curriculum has become more detailed and involved, by introducing general capabilities and cross-curriculum dimensions in addition to the KLAs, teachers may find it difficult to be able to get through all the required content in the time allocated, while some may require further intensive training to increase their knowledge in certain areas such as History. Few primary teachers have a sufficient background in History and that they will require concentrated training to develop academic and pedagogical knowledge in History (Harris-Hart, 2009 as cited in Marsh, 2010, p.26), although ACARA (2010c) states the key focus during curriculum development is on depth of learning and not breadth of learning, so as not to overcrowd the curriculum. Since the Australian Curriculum has been collated from different components of the eight state/territory curriculums currently in ope ration, they have maintained the KLAs, added general capabilities and cross-curriculum dimensions while keeping the existing structure for sequencing within the learning areas. (REFERENCE) For example, the NSW curriculum comprises of six KLAs for primary school and eight KLAs for secondary school. Below is a visual snapshot of the NSW Primary syllabus. http://k6.boardofstudies.nsw.edu.au/images/time_on_each_subject.jpg Source: (NSW-BOS, 2008) Schools in New South Wales use the Kindergarten to Year 10 Curriculum Framework as the foundation of what, how and when the content is to be taught, although the NSW Board of Studies acknowledges that schools and teachers take responsibility for the way in which the content is organised and delivered (NSW-BOS, 2002a). NSW primary teachers use the NSW Primary Curriculum Foundation Statements to find out what needs to be taught in each subject. The six subjects within the NSW curriculum are English, Mathematics, Science and Technology, Personal Development, Health and Physical Education (PDHPE), Human Society and Its Environment (HSIE) and Creative arts (NSW-BOS, 2002b), while the Australian Curriculum takes into consideration two new components that will enhance the learning process by working alongside the four KLAs, these components are ten (10) general capabilities and three (3) cross-curriculum dimensions. The ten (10) general capabilities are: literacy, numeracy, information and communication technology, thinking skills, ethical behaviour, creativity, self-management, teamwork, intercultural understanding and social competence. The three (3) cross-curriculum dimensions are: Indigenous history and culture, Asia and Australias engagement with Asia and Sustainability (ACARA, 2010a). Conclusion The Curriculum is a planned description of the what, how and when of teaching, learning and assessment, it is the foundation for learners, students and teachers while being influenced by the many stakeholders that want a share/input in the direction of the Curriculum. The structure and development of the Australian Curriculum includes many components such as teaching, learning and assessment which have focused on the depth of learning not the breadth. Throughout this paper it is also evident that the Australian Curriculum has been influenced by the theories of teaching and learning from several theorists such as Piaget, Bloom, Krathwohl, Vygotsky, Bruner and Maslows taxonomy. In addition, we must keep in mind that by understanding our students changing nature and their diversities, the Australian Curriculum has the opportunity to be in the forefront of teaching and learning in the 21st Century.

Learning Styles Essay

A learning style is basically the preference or predisposition of an individual to perceive and process information in a particular way or combination of ways. (Lynne Celli Sarasin, 2006) There are eight intelligences and an individual has one or more strengths in one of those intelligences. As we have learned from the readings, there are multiple ways to understand how an individual learns. There are three primary senses that are involved in learning: visual, auditory, and kinesthetic. Howard Gardner, for example, suggested that some students learn through their bodies (kinesthetic), others through music and rhythms (auditory), and many others through hand-outs and presentations (visual). Students have been learning in many different ways since ancient times. Teachers of Hinduism, Confucianism, Judaism, and Christianity all evaluated their students’ personalities, with an eye as to how to best teach them. (John D. Mayer, Ph. D. ) I have examined multiple websites on how Hinduism considers opinions of personality. For example, Hindu thought suggests that the wise person judges others with detachment and peace; as apposed to over-involvement, annoyance, or condescension. (John D. Mayer Ph. D. ) In Hinduism, the role of the yogi, or teacher, are to assist those, who sought enlightenment to learn about their essential atman (real inner self). (John D Mayer, Ph. D. ) Accomplished Hindu teachers distinguish among different types of students so as to provide each student with practices that will best guide him or her on the path to enlightenment. (John D. Mayer, Ph. D. ) As I further read into the article posted by John D. Mayer, he wrote about how there are three different types of students. Their way of learning is completely different from the way we learn here and what we learn about. I could use my primary sensory preference to increase my awareness and practice in Hinduism by watching videos and hearing lectures about their way of learning. (Due to the fact that I am a auditory and kinesthetic learner) Once I watch videos about their way of learning I would become more informed about their way of everyday life and their learning styles.

Principles of Communication in Adult Social Care Settings Essay

1.Identify the different reasons why people communicate (1.1.1) People communicate in many different ways often to share information, emotions, thoughts and feelings. People also communicate to learn by asking for information and instructions such as how to do a certain task or asking someone for directions. People will often share emotion through communication like how they are feeling at the time or telling them about a recent life event. People communicate about thoughts and suggestions. Communication can be used to share reassurance and to understand and to be understood. People make, build and sustain relationships through communication. People share knowledge and receive knowledge through communication. 2.Explain how communication affects relationships in an adult social care setting (1.1.2) Communication can build, sustain and effect relationships in an adult social care setting. Communication can develop relationships and build confidence with adults in social care settings. It can be used to give advice, help, information and instructions to help individuals, staff and family members. Communication is used to benefit relationships and maintain safety and consistency. 3.Compare ways to establish the communication and language needs, wishes and preferences of an individual (2.2.1) Communication can be established specifically for an individual by directly talking with that individual. Receiving clear and correct information from that individual. Information is sometimes available for certain individuals on how to communicate with them. For instance someone who was hard of hearing may want you to communicate slowly and clearly for that individual to be able to lip read what you are saying or by sign language, communication through the hands. Individuals that are in a care setting would have care notes and support plans which would have detailed information on how to communicate with that person. Communication can be gained by an individual’s body language, people study other people’s body language and can gain information about how that particular individual is feeling, their specific needs and any help that individual may require. Some individuals may not be able to give communication clearly and verbally so may only communicate using their body, stance and posture. You can gain information about an individual’s needs, wishes and preferences through colleagues, key people and people who know the individual best. 4.Describe the factors to consider when promoting effective communication (2.2.2) Factors to consider when promoting effective communication are dependent on situation, individual and circumstances. When promoting effective communication you should always consider clear, correct and relative communication. Individual circumstances should always be taken into consideration also, am I communicating in the right tone of voice? Am I communicating in a way that the person I’m communicating with will understand? Am I communicating in the correct method? There are many factors to consider when promoting effective communication. Like not communicating in the same way to an adult as you would a child. Communicating in a more simple way so that the certain individual would understand, and not feel that you are communicating in a way that may come across as negative or derogatory. Communicating in a quieter tone of voice if communicating about a personal or sympathetic situation. 5.Describe a range of communication methods and styles to meet individual needs (2.2.3) Communication methods that can differ depending on individual needs are age. Am I talking to an adult or a child? You would communicate with a child in a different way to what you would an adult. If you spoke to an adult in the same way you did a child then that adult may feel like you are being disrespectful to them. Does the person I’m talking to have specific needs? Do they have learning difficulties? If they did you may have to talk in a slower and clearer manor to help them understand and to make sure they can take on all the information. Are they hard of hearing? Possibly talking louder and slowly? Talking directly to their face so the individual could read your lips, possibly using hands to sign or pointing to relative objects to help communication. Can the individual communicate verbally at all? If not then you may have to read their body language to gain a certain level of communication. The individual maybe making noise? Does the noise sound happy or distressful? Some individuals who cannot communicate verbally through speaking may make noise to signal to another person if they are upset or happy. If the person was laughing, high pitched or chuckling this would appear that the individual was happy whereas if the individual was making groaning, low and stressful noises this would appear that the individual is unhappy or agitated. Individuals who can’t use talking to communicate may be able to use pictures to communicate. They may be able to use a range of pictures to show emotions, feelings and needs. They may show a picture of food to signal they are hungry or a face to show the emotion or how they are feeling. 6.Explain why it is important to respond to an individual’s reactions when communicating (2.2.4) It is important to gauge an individual’s reactions at all times when communicating. This can be done by a person’s facial expressions. Does the individual seem shocked, upset or angry to what has been communicated? Does communication need to be done in a softer tone of voice or in a way that is more reassuring to that individual? Is the subject or matter that is being communicated about upsetting or making the individual unhappy? Possibly a change of subject might be more beneficial to the individuals mood or feelings. Does the individual appear confused? This maybe because the correct method of communication is not being used or isn’t in a way that the individual understands. Communication would break down if response wasn’t being met to an individual’s reactions. If communicating in a certain way kept making an individual upset or angry then that individual would simply stop communicating or become even angrier or upset which would break down relationships and communication. An individual who appeared to be in a low or sad mood may react well to reassurance, sympathy or a compliment. Whereas negative communication would only worsen that individuals mood and again would break down communication and relations. Reaction is key to when we are communicating. 7.Explain how individuals from different backgrounds may use, or interpret communication methods in different ways (3.3.1) Indivduals from different backgrounds will use many different ways of communicating. An individual from a background of gangs may use slang and hand gestures as a way of communicating. To another individual from the same background this would be fine but for an individual from a entirely different background this may come across as rude and/or abrupt. Individuals may not talk/communicate in the same way to their friends as they would their boss or a work colleague. For example talking to a child you would use simple communication methods. If you were to use simple ways of communication with an adult this may come across as disrespectful and be taken the wrong way. Communicating with a loved one would be understanding, loving and respectful however if you adopted this same communication method with a member of the public or someone that you weren’t familiar with may seem quite odd and strange. 8.Identify barriers to effective communication (3.3.2) Barriers to effective communication may be the use of jargon, unfamiliar or over complicated terms and emotional barriers. Lack of attention and interest can often be a barrier of communication also. Physical disabilities can also be a barrier when communicating such as hearing problems or speech difficulties. Sometimes language barriers or a difference in accents can pose as a barrier of communication. Expectations can lead to false assumptions or stereotyping which may then become a barrier to communication. Cultural differences can sometimes become a barrier when communicating. Different cultures have many different ways of communicating as do cultures have many varied ways of showing emotions and feelings. 9.Explain how to overcome barriers to communication (3.3.3) Overcoming barriers in communication requires assessing the barriers that need overcoming. Communication should always be in a clear and easy to understand form. Clear and simple terms should always be promoted when communicating. Use of slang and words that are dependent on an individual’s background should be avoided. Concentration should always be with whom you are communicating with, communication that is not concentrated on can often be confused or misunderstood. Different opinions and views should always be respected when communicating also. Not respecting people’s views an opinions will be a major barrier to communication and one that won’t be overcome until all views are understood and respected. 10.Describe strategies that can be used to clarify misunderstandings (3.3.4) Misunderstandings can often arise whilst communicating. Sometimes the message needs to be said or prevailed in a different way. Perhaps the tone needs to change, or the messages style. The language you have used may need to be simplified. Maybe a phone conversation has been unsatisfactory in some way, but a face to face meeting would help to establish better communication. It may be necessary to change the situation and or environment. Maybe a noisy environment has caused misunderstanding maybe somewhere quieter would establish better communication. In certain circumstances it is ok to ask if you have been understood, or to relay communication to certify that you have understood the message that is being communicated. Sometimes when communicating by phone people will ask one and other â€Å"Can you hear me ok?† this will often prevent misunderstandings before they occur by establishing that both parties can communicate clearly. Allowing time for communication can also clarify misunderstandings. Much communication is done whilst we are busy or engaging in other things. To make sure communication has been received and understood it should be allowed time and concentration. Sometimes it is important to take responsibility for a misunderstanding and say you are sorry. An apology can help to restore confidence and allow for the relationship to continue building on a firmer foundation. 11.Explain how to access extra support or services to enable individuals to communicate effectively (3.3.5) Support is available via local authorities and services, such as the NHS and adult social services departments. Help is also available from national charities, such the National Autistic Society for those with autism. These can be accessed by phone or internet. Services such as Makaton are also available; Makaton is a system that uses signs and symbols alongside speech to help people with learning and/or communication difficulties to communicate. Makaton is taught to individuals with learning and/or communication difficulties as an effective way of communication. Speech and language therapists often known as SLT’s can often assess speech and communication difficulties in people of all ages. SLT’s can mainly be accessed through an individual’s GP. 12.Explain the meaning of the term ‘confidentiality’ (4.4.1) Confidentiality is a requirement to keep personal information private and only share it with people who need to know. Information that is spoken, written and electronically kept about individuals maybe needed to be kept confidential and only shared with certain people. 13.Describe ways to maintain confidentiality in day-to-day communication (4.4.2) Confidentially can be maintained on a day to day basis by only speaking about certain information with certain people. For example an individual’s information may be spoken with to a GP or family member. Confidentiality can also be maintained by making sure access to electronic information is only accessible by certain people. A way to maintain this is by keeping computer passwords safe and computers locked and only sharing passwords with people who should be allowed to see this information. Sharing confidential information should always be done in a private environment where the information will not be overheard or interrupted. Records such as personal notes, reports and letters should always be kept in a safe locked place and keys should never be left unattended. Confidential matters are generally not talked about over the telephone unless the person can be positively identified. Confidential information should never be left in an answerphone message as this is left in an un safe way which is easy for the wrong person to hear. 14.Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns to agreed others (4.4.3) Sometimes information that is asked to be or normally confidential needs to be shared with others when there is a concern for that persons welfare and/or safety this can cause tension because the information may have been shared trustingly and have been requested not to be shared but it has to be disclosed because there is a risk to that person’s safety. 15.Explain how and when to seek advice about confidentiality (4.4.4) You can seek advice from your manager about confidentiality. You would do this when you are unsure about anything to do with confidentiality for example if you thought someone was talking to the wrong people about confidential matters that should not be being discussed or weather you were unsure that talking to someone about a certain situation would break an individual’s confidentiality. Read more:  Describe Strategies to Clarify Misunderstandings

Hurricane Etymology

Unlike most words that Spanish and English share because of their shared history with Latin, hurricane came to English directly from Spanish, where it is currently spelled huracà ¡n. But Spanish explorers and conquerers first picked up the word from Taino, an Arawak language from the Caribbean. According to most authorities, the Taino word huracan meant simply storm, although some less reliable sources indicate that it also referred to a storm god or an evil spirit. This word was a natural one for the Spanish explorers and conquerors to pick up from the indigenous population, since winds as strong as the hurricanes of the Caribbean were an unusual weather phenomenon for them. Use of ‘Hurricane’ and Huracà ¡n The fact that the Spaniards introduced the word to the English language is the reason that our word hurricane generally refers to tropical cyclones that have their origin in the Caribbean or Atlantic. When the same type of storm has its origin in the Pacific, it is known as a typhoon (originally a Greek word), or  tifà ³n  in Spanish. There is a slight difference in the way the storms are categorized in the languages, however. In Spanish, a  tifà ³n  generally is considered to be a  huracà ¡n  that forms in the Pacific, while in English hurricane and typhoon are considered to be separate types of storms, even though the only difference is where they form. In both languages, the word can be used to refer figuratively to anything that is powerful and causes turmoil. In Spanish,  huracà ¡n  can also be used to refer to a particularly impetuous person. At the time the Spanish language adopted this word, the h was pronounced (it is silent now) and was sometimes used interchangeably with f. So the same word in Portuguese became furacà £o, and in the late 1500s the English word was sometimes spelled forcane. Numerous other spellings were used until the word was firmly established at the end of the 16th century; Shakespeare used the spelling of hurricano to refer to a waterspout. The word huracà ¡n is not capitalized  when referring to named storms. It is used as in this sentence: El huracà ¡n Ana trajo lluvias intensas. (Hurricane Ana brought heavy rains.) Other Spanish Weather Terms in English Hurricane isnt the only Spanish weather term that has found its way into English. The most common of them, tornado, is especially interesting because of the way the two languages played off each other. The Strange Story of ‘Tornado’ and Tornado Although English got its word tornado from Spanish, Spanish surprisingly got its word tornado from English. Thats because the Spanish word that English borrowed wasnt tornado but tronada, a word for a thunderstorm. As is common in etymology, words often change form when imported into another language. According to the Online Etymology Dictionary, the change of -ro- to -or- was influenced by the spelling of tornar, a Spanish verb meaning to turn. Although tornado in English originally referred to various types of whirlwinds or rotary storms, including hurricanes, in the United States the word eventually came to refer primarily to a type of funneled windstorm common in the U.S. Midwest. In modern Spanish, tornado, borrowed from English, can still refer to various kinds of storms and whirlwinds, including hurricanes. A windstorm on the scale of a tornado, or smaller such as a whirlwind, can also be called a torbellino. Derecho Another type of storm phenomenon is known as a derecho, a direct borrowing of the Spanish derecho, which can, confusingly to foreigners, mean either right (as an adjective) or straight. In this context, it is the second meaning that matters. A derecho refers to a cluster of thunderstorms that travels in a straight line and is capable of causing great destruction. According to the Online Etymology Dictionary, Gustavus Hinrichs of the Iowa Weather Service started using the term in the late 1800s to avoid confusing a certain type of storm system with tornadoes. Key Takeaways The English word hurricane started out as an indigenous Caribbean terms that was adopted into Spanish and then spread to English via Spanish explorers and conquerors.Because the word hurricane came from the Caribbean, a different term is used for the same type of storm when occurring in the Pacific Ocean.The weather terms tornado and derecho also come from Spanish.