World Health Organization Essay Example for Free

World Health Organization Essay Genetically modified food, also known as GM food refer to as animals or plants that had their genetic makeup altered to make them grow bigger, stay fresher and other benefits that will make human life more simple. The concept of genetically modified (GM) foods has existed for many years. Cross-breeding of plants, has been applied before with the purpose of transferring a desirable trait from one plant species to another. However, a substantial amount of time is required to obtain a specific result. This is because all of the genes are pooled together and numerous attempts are required for the production of offsprings with the preferred trait. Tomatoes are the first GM crop introduced to the world. Although genetically modified foods arises many concerns regarding its safety and consequences of consumption, the real question posed by the society is whether these GM foods should be banned for the benefit of mankind. Even if GM foods have been known to trigger allergic reactions and toxicities, is environmentally hazardous and costly, it should not be banned because it is confirmed to be beneficial to human health, environmentally friendly and able to improve the quality and quantity of life. This report is mainly focused on the benefits of GM food towards mankind. This is due to GM foods being present in almost all countries worldwide. Additionally, to fulfill ever-increasing needs of humans, conventional crops are genetically being replaced by GM crops. (World Health Organization) GM food brings many advantages to mankind. First of all, GM food that was engineered genetically is able to sustain favorable human health and enrich the wellbeing of its consumers. This is because it can remove the malnutrition problem faced by the current world and GM crops can be modified to become edible vaccines to reduce vulnerability towards diseases. Malnutrition problems can be solved by introducing GM foods enhanced with nutrition that humans are lacked of, such as vitamin D and iron that will cause rickets in children or osteoporosis in aged adults as well as iron deficiency. Susceptibility to a certain disease can be reduced if edible vaccines are added into the GM foods such as the GM banana. Hepatitis B can be prevented by eating such genetically modified bananas. Genetically modified foods can remove malnutrition problems faced by mankind today. Vitamins and minerals can be inserted into GM crops such as GM rice to make humans healthier. GM rice contains high amounts of Vitamin A compared to non-GM rice. The other malnutrition problem often faced by humans is iron deficiency. Approximately two billion people prove to be tested positive for iron deficiency. As such, researchers have invested in GM rice by intensifying the iron content in polished rice to solve the iron deficiency problem. The genes that were inserted into the GM foods have a positive effect on the accumulation of iron in the rice kernel that causes the GM rice to contain 6 times more iron compared to the original variety. Some GM crops are modified to become edible vaccines that can reinforce the immune system of humans. Some GM crops have been inserted with DNA sequences encoding for antibodies into their genome. This enables the crops to produce antibiotics in their cells. GM crops such as banana, tomato and potato have been altered to contain bacterial or rotavirus antigens. Large scaled immunizations can be made by introducing edible vaccines to patients, rendering the vaccinations of these diseases considerably easier, painless, and accessible. Per se, antibodies contained in such GM foods will be able to enhance the immune system of human bodies to combat against pathogens when consumed orally. Therefore, it will not be uncommon in the near future when humans can merely ingest GM tomatoes instead of waiting in line to see a doctor. (Galina 2006) Opponents of GM foods claim that GM foods are potentially risky to human health. They assert that GM foods will trigger an allergin in the human body should it be eaten. There is a possibility that a new allergen will be created and result in susceptible individuals exhibiting symptoms of allergic reactions when a foreign gene is introduced into a crop. GM foods are genetically engineered to have their allergenic-causing proteins to be removed. As such, they do not contain potentially harmful proteins as compared to non-GM foods such as peanuts, cereals and eggs. Producing hypoallergenic GM foods would be a desired commodity as these foods will possess the ability to notably decrease the danger of adverse reactions. (Union of Concerned Scientists 2009) One of the benefits introducing GM foods is that the plantation of GM crops is environmentally affable. Currently, our world is afflicted with the issue of pollution. To rectify this problem, GM crops are modified to resistance to insect and pest attack as well as to herbicides. Additionally, another process which is applied in an effort to make GM crops environmentally friendly is phytoremediation. Therefore, pollution can be greatly reduced and eventually be eliminated altogether. Phytoremediation is defined as the rectification of environmental issues through the usage of plants which alleviate the environmental problem without the need to relocate and dispose contaminant materials somewhere else. (World Health Organization 2002) With the population of the world growing substantially each year, significant amounts of stress are placed on resources of land fit for plantation, water, energy, as well as other biological reserves to supply sufficient food whilst sustaining the coherence of the ecosystem. Roughly 1 to 2 billion humans suffer from malnourishment, signifying a sign of scarce food supply, low incomes and sparse allocation of food supplies. Introduction of GM foods have greatly lessened the problem. GM crops are modified to produce greater amounts and increase the nutritional value in crop-derived foods. Substantial amounts of products are able to solve the world food crisis. Desperate pleas for richer, better-off countries to utilize genetic engineering in diminishing famines are a result of thousands losing their lives daily and millions on the verge of starvation. By revising the genetic make-up of plant strains, biotechnology will be able notably lessen world hunger. Crops can be engineered to resist diseases, resulting in the quantity of yield succumbing to disease to decrease. In another case, cold-resistant crops are able to benefit countries enduring from winter the whole year round. (Union of Concerned Scientists 2009) GM foods have raised much controversy in many nations throughout the world. People are still indecisive in their choice to consume products containing GM foods. It stands to be true that doubts concerning GM foods were widespread when first introduced to the public, but through many years of experimental analysis as well as safety tests, GM foods have been confirmed to be safe for human consumption with numerous benefits as a bonus. In fact, GM foods are essential now in resolving the crisis of hunger and scarcity of food around the world. Acceptance of GM foods are beginning to increase significantly over the years as more and more people are convinced of their benefits in terms of cost, health, and nature. (Galina 2006). Therefore, it cannot be denied that GM foods should be legalized for the benefit of mankind. As mentioned in the report, GM foods promote good human health, are environmentally friendly. Hence, it is irrefutable that its advantages totally outweigh its drawbacks and that GM foods are the way to go in ensuring a brighter future for us and for the whole world. Bibliography World Health Organization. (Internet). (2002). Foods derived from modern technology: 20 questions on genetically modified foods.(2012) Available from: http://www. who. int/foodsafety/publications/biotech/20questions/en/index. php Union of Concerned Scientists (2009). Failure to Yield: Biotechnologys Broken Promises. Cambridge, MA, Union of Concerned Scientists. 2012. http://www. ucsusa. org/assets/documents/food_and_agriculture/failure-to-yield-brochure. pdf Gaivoronskaia, Galina (2006). Consumers with Allergic Reaction to Food: Perception of and Response to Food Risk in General and Genetically Modified Food in Particular. 2012. http://www. jstor. org/stable/29733966.

Comparison of an Evil mastermind in Shakespeare’s Othello and MacDonald

Iago is one of the most renowned villains of pre-modern literature, as first introduced in Shakespeare’s Othello. His deceiving personality and complex nature is painted such that readers are amazed by his ingenious schemes. At the beginning of Shakespeare’s Othello, Iago is represented as trustworthy and honest, but readers soon realize that he is the opposite of what he seems. Even though Iago’s personality and thoughts are revealed less in MacDonald’s Goodnight Desdemona (Good Morning Juliet), he carries on the same immoral legacy as in Othello. Throughout the plays, he turns his friends against one another who look to him for guidance and support. Iago thirsts to upgrade this status in society which causes him to take advantage of peoples’ good-nature and even comes to an extreme of killing anyone who stands between him and his schemes. In Shakespeare’s Othello and McDonald’s Goodnight Desdemona (Good Morning Juliet), Iago manipula tes and deceives both Othello and Desdemona by his language and personality, which leads to different results. The personalities of Othello and Desdemona have been portrayed differently throughout the two plays and are susceptible to the mind games of Iago. In Shakespeare’s Othello, Othello is a character with depth that has a genuine personality. He is seen as being too trustworthy and continuously tries to look for the good in people. Despite his honoured reputation in the state and status as a general, he is ridiculed by his society because of his dark completion. Othello recognizes himself as an outsider and at times is extremely self-conscientious. His quality to be judgmental towards himself and his reputation in the eyes of others makes him a target for Iago. Were I the Moor, I would not b... ...espeare’s Othello. The actions of Othello and Desdemona within the two plays are directed by Iago. He uses his reputation and finds flaws within the personality of others for his own benefit. Within Shakespeare’s Othello and MacDonald’s Goodnight Desdemona (Good Morning Juliet), Iago misleads Othello and Desdemona which leads to two different outcomes. Works Cited MacDonald, Ann-Marie. Goodnight Desdemona (good Morning Juliet). New York: Grove, 1998. PrintShakespeare, William, and David M. Bevington. Othello. Toronto: Bantam, 1988. Print. Philip, McGuire C. "Othello as an "Assay of Reason"" Shakespeare Quarterly 24.2 (1973): 198-209. Print. Laura, Snyder. "Constance Ledbelly's Birthday: Construction of the Feminist Archetype of the Self in Ann-Marie MacDonald's Goodnight Desdemona (Good Morning Juliet)." Text & Presentation 2005 (2005): 43-55. Print.

The Need for Recycling Essay -- Recycle Reuse Landfill Trash

The Need for Recycling This essay has problems with the format People Need to Recycle In the United Sates, where the population is inflated every year. The amount of space for landfills decreases every day. The need for recycling should not be asked, it should just be done out of habit. Everyone in America needs to recycle, to help the lamdfill problem, help the environment, and help produce new products from recycled goods. In America there is about two-hundred and eight tons of residential and commercial trash generated a year, 4.3 pounds per person a day (Prichard 1A). This is an overwhelming amount of trashed produced yearly. When people recycle this number can be drastically cut. But many people do not practice and use recycling. Consumers and businesses should use the three R’s; recycle, reuse, and recharge (Prichard 1A). Consumers and businesses are producing more garbage than ever before. As a result, we are rapidly running out of landfill space. In 1979 America had close to 18,500 landfills, and by 1991 that number was nearly cut in half (Prichard 10A). Kentucky, Ohio, Minnesota, and Illinois will reach their maximum limit on landfills by the year 2005 (Prichard 10A). This whole garbage problem has forced us to try other options. Many of these options have been very unsuccessful. People have tried burning their garbage, that cause pollution to the environment. Some states even resorted to dropping their trash in the ocean, only to have the very same trash float ashore later. Dumping it on other states leads to feuding neighbors. Indiana passed a law to block imports of out-of-state trash, but a federal court ruled the law illegal (Prichard 10A). Instead of trying to find new ways to dump our trash, we need to find b... ...se cans out of our rivers and parks. Everyone should get involved with a local recycling program of some sorts. Every city has recycling bins for newspapers, paper, cans, bottles, plastics, almost everything there is. When people get involved, the landfills, and the environment will all be greatly inproved. So take the time to recycle and America will truly be a beautiful place to live. Works Cited Hall, Cindy. â€Å"Trash and Back.† USA Today 14 November 1997: 1A. Lipkin, Richard. â€Å"Recycling, King of the Trash Heap.† New Tech 26 February 1990: 48-49. Pendleton, Scott. â€Å"Sellers Tickled by Demand for Recycled Paper.† The Christian Science Monitor 26 August 1997. Prichard, Peter. â€Å"Bottle-Deposit Laws Fight Litter and Waste.† USA Today 29 April 1990: 8A. Prichard, Peter. â€Å"Trash Glut Demands Recycling Solution.† USA Today 19 February 1994: 10A.

An Analysis of Early Years Philosophies

Introduction The importance of early years’ education has long been recognised within both academic and professional circles. By establishing strong theories and policies during the early years of education, this then has a knock-on effect on the other aspects of education and makes the overall educational system more effective, in terms of producing capable adults. This paper will look firstly at the contribution of leading theorists when it comes to the provision of key documents in order to guide those in the practical application of these theories in the context of early years’ education (Catron and Allen 2007). The paper will then go on to look at current policies and practices in early years’ education and how these either support or disprove the theoretical perspectives laid out. The final section then goes on to establish a personal philosophy of how the author here has pulled together existing theories and practices to develop their own approach to early years education. Key Theories of Early Education Unsurprisingly, those involved in the theories and philosophy which have emerged, over the years, in relation to early years’ education have gained considerable attention. In order to consider the theories each will be looked at in turn to look at their own contribution and in order to consider any advantages and disadvantages associated with these theories and concepts. This will be broken down within each theory to look at the key issues of: Children’s learning Relationships Learning Environment Meeting Children’s Needs MontessoriChildren’s Learning The educational approach developed by Montessori promotes the notion of freedom and independence in early years’ education, provided of course there are limits put in place with respect to the existing level of education and understanding of the children involved. Although multiple different approaches have been developed and are broadly considered to be based on the educational theories of Montessori, there are certain elements of this educational theory that would be essential, regardless of how it is applied in practice (Montessori, 1994). This includes the use of mixed age classrooms for children between the ages of three and six, with the students themselves having a choice of activities. Once they have been given a range of choices, the work time should be uninterrupted, as far as possible and a discovery model of behaviour being used to encourage the children to explore themselves, rather than being directly instructed on certain patterns of behaviour. In order to facilitate this approach, there needs to be freedom of movement within the classroom. Meeting Children’s Needs Montessori is largely considered to be an educational theory. In reality it is more of a theory of human development and nature, with two key basic principles. Firstly, when children and adults engage in any form of development, they take on board a self construction approach, as they interact with items and the environment around them. This recognises that the learning experience is directly linked to interaction with external factors and it is the stimuli is crucial to this educational theory and places a much heavier emphasis on facilitating, rather than direct teaching (Cadwell and Rinaldi 2003). Learning Environment With this in mind, those looking to apply this educational theory, in practice, will need to consider the environment almost as much of the content of the lesson itself. This is achieved by creating a harmonious and clean environment that is uncluttered and encourages free movement and activity, but also ensures that the availability of material is linked to the area of development being targeted. By restricting the material available, this has the effect of guiding the learning experience, but not to such an extent that the individual feels constrained. This educational theory also breaks down the age groups of those involved, with the recognition that children under the age of six are undergoing an incredibly dramatic development period and therefore developing self-construction during this period will potentially be the most important element of long-term development. Certain key expectations are included within this educational theory to guide expectations, without constraining e ither teacher or student. For example, the acquisition of language is something that is recognised as taking place, continuously, and therefore social behaviours will only truly become a fundamental element of the learning experience from approximately 2 years onwards, according to this educational theory.Waldorf Education (Steiner)Another formative educational philosophy is that referred to as Waldorf education or Steiner, which was established in Austria the early 20th century. As a result of this, several independent Waldorf schools were established, primarily in Germany, although also in neighbouring countries. This theory of education looks at the stages of development as being a crucial underpinning factor as to how education should take place. This theory broadly splits child development into three distinct stages, each of which lasts around seven years. The early years’ education which takes on-board the first seven years focuses primarily on providing hands-on activi ties and creative play opportunities, so that the primary focus is on child development through physical and practical activities, during this phase. Children’s learning For the purposes of this analysis, it is the first stage that is most important. However, so that it can be seen how these early years of education fit into the broader picture, it is worth noting that the second stage focuses more on social development and the third on academic understanding. Although the Waldorf theory can largely be seen as an educational theory that can be attached to independent schools across Central Europe, many of the theories and philosophies have permeated more traditional educational establishments. Relationships The education ideas put forward by Steiner largely follow the concept of common sense and go beyond simply what is taught to children. These theories also look at the environment and broader issues such as health and well-being. Taking this developmental approach is, in many ways, similar to that looked at above, with the Montessori theory; however, it is much more focused on ensuring practical experiences, where the children are not necessarily focusing on maintaining freedom as the primary and key theme (Roopnarine and Johnson. 2005). The emphasis during the early years period is on providing children with practical activities that will allow them to live life experiences either by following the examples of others, or by their own experimentation. Throughout this theory there is also a heavy emphasis placed on nature, where external influences may be seen to be relevant.High ScopeMore recently, developed in Michigan, USA, is the High Scope early childhood educational approach which looks at a variety of different educational establishment, including kindergarten, pre-school and even home-based childcare, in order to look at the ways in which early childhood development should be best established, so as to lay down the foundations for future learning. The development of this educational theory was primarily founded on the concept developed by the psychologist Lev Vygotsky, which takes a scaffolding-style approach, suggesting that adults should form a learning â€Å"scaffolding† around children, to take into account their current level of development and encourage them to build on it (French and Murphy 2005). Relationships Several central concepts have been developed alongside this educational theory and although participation from the student is important, as it is with the other two theories, there is, however, a structure associated with this educational theory which distinguishes it from the previous theories (High/Scope Educational Research Foundation 2001). Learning Environment For example, environment is seen as important, within this educational theory and the classroom is expected to comply with a high scope model would have several well-defined interest areas, e.g., there would be a toy area and an art area, clearly delineated and made available for the children. This supports the basic learning approach that is advocated by the other two theories in that students will gain from interaction with adults and their own construction of the world around them. However, this is done in a much more structured way, where the daily routine requires early years’ children to be following a predictable sequence of events throughout the day and there not being complete freedom, as advocated by Montessori. To a certain extent, this theory can be seen to be a muted version of the earlier theories. Furthermore, although a heavy emphasis is placed on a constructivist and interaction approach, a much more rigid structure is put in place to ensure that there is consistency and comfort offered to the students and that they understand exactly what is likely to happen, on any given day.Forest SchoolsFinally, there is the specialist theory associated with Forest Schools Education which involves outdoor education and suggests that the children are able to develop confidence and knowledge through having a large amount of outdoor activities and engaging at times within a forest environment. These types of schools are seen as a means of building independence within any age category and the theory of Forest Schools has become a pedagogy, in its own right. This recognition of the importance of the environment is itself something that can be utilised, either in its own right or alongside the previous theories of development of early years children, as advocated by the other theories, mentioned above. Government Legislation and Guidance Within the UK, the Department for Education provides guidance for the Early Years Foundation Stage (EYFS). The aim of this guidance is to produce basic compulsory standards that all entities involved in the early years’ education provide. The statutory framework for the EYFS stage was established in 2012 and is the full document guiding those involved in the provision of years’ education is seen as merely a minimum standard that they are required to meet and any underlying aims and objectives that should be in mind when establishing their own methods and philosophies. This was given its statutory status by virtue of the Childcare Act 2006. There are underlying aims associated with the guide, including the desire to provide consistency and equality of opportunity for all young children, which will ultimately then provide a secure foundation upon which every child can develop in an appropriate manner and according to their abilities and desires and become well adjusted young adults, in the future. Basic safeguarding welfare requirements are also fundamental to this guidance and, although the focus here is on educational theories, it should be noted that early years’ education theories should, at all times, consider welfare issues and how these may interact within the educational environment (Helm, and Katz 2001). Overarching principles recognise that each child is unique and will be in a constant state of learning and development, and will therefore need to be adaptable and taking the lead from the child in question. Furthermore, the establishment of positive relationships, both with their peers and adult groups is crucial and educational environments should be enabling and positive, regardless of precisely how they are set up or managed. Depending on the nature of the early years provider there may be more specific requirements when it comes to learning and development. For example a childcare provider for wrap-round services, e.g. outside of school hours, would have a lesser requirement to support learning and development, as it would be presumed that the learning and development has been covered within the educational environment. In order to ensure sufficient flexibility, while also ensuring equality and consistency with policies produced in the area of learning and development down into three key subjects: communication and language; physical development; and personal, social, emotional development. All providers of early years’ education need to provide basic supporting literacy, mathematics, general understanding of the world and expressive arts and design. To a certain extent, the rigidity of the current requirements would prevent total freedom within the educational environment and this would disallow a pure theory, such as that of Montessori, to be used although many of the elements of this educational theory can still be present, despite the constraints of the statutory guidance. When establishing methods of learning and development the guidance requires the use of a mixture of directed and free play within any education establishment and this prevents the approach from begun being entirely focussed one way or the other. The binding agreement to deliver the statutory framework requires that there are three characteristics which must be applied to all the activities that are undertaken by those involved in early years’ education. Firstly, there is the need to encourage playing and exploring which is supportive and congruent with the earlier theories of Steiner and Montessori and which encourage every child to explore and develop during their early years. Secondly, there is the need for active learning which encourages children to concentrate and to continue to strive to achieve the results that they are after (Anning et al 2004). Thirdly, there is the need to encourage the creativity and critical thinking of the children, in order to develop their own thoughts and ideas, as well as making links between ideas which they can then use in the future. Although the statutory guidance has a relatively large level of structure attached to it, on the whole, it follows the educational theories on early years’ education advocated by Steiner and Montessori. Certain requirements are also placed on early years’ education providers; for example, a pupil must have an allocated key person with whom they interact and who has responsibility for ensuring that they are developing and learning in an appropriate manner; this is also seen as a welfare and safeguarding issue, where this is a non- negotiable requirement. Certain standards are expected of children at any stage of early years’ education, such as the requirement that, by a specific age, sentences should be constructed and the children will be regularly reviewed and tested, in order to ascertain whether they are meeting the requirements, exceeding the requirements, or falling short. Although it is not expected that every child will develop at the same place, regular monitoring in many areas which are deemed to be weak is critical and a fundamental part of the current framework, so that the child in question can then be supported to develop in these weak areas. The main assessment is undertaken in the final term of the academic year in which the child becomes five years old is provided to the child’s carers / parent and other professional that are relevant during the early years. This assessment has several purposes other than to simply ascertain the current stage of learning for the child in question and provides information for the teacher who will be dealing with the child, as soon as they enter into compulsory education. This indicates that the early years’ agenda does in fact have the underlying aim of placing children in the best possible position to enter Year One (National Council for Curriculum and Assessment 2004). Another important aspect of the statutory guidance which is relevant to this discussion is the heavy emphasis placed on partnership arrangements, with the requirement for early years’ education providers to engage with the local authority, where appropriate, particularly for welfare and safeguarding issues. The essence of the policies here, therefore, is to fulfil certain requirements for having the statutory, basic standards in place, while also offering freedom to the early years’ educational establishment, in order to allow them to adjust, depending on the nature of their establishment and the types of facilities available to them. This would seemingly be a combination of theories, as discussed above, and goes largely along with the early focus on freedom and independence, but with slight constraints put in place. Based on this it can therefore be argued that the closest educational theories discussed above to the current situation are that of High Scope, where the adult operates as a form of scaffolding around the independent and free learning of the children. There does however need to be clarity, on a day-to-day basis, but the children themselves are given the freedom to develop at their own pace. A Personal Philosophy By looking at the educational theories explored in the first part of this report and also looking at the way in which the government has established guidelines, both compulsory and optional for educational establishments, the author here has been able to develop their own personal philosophy for early years’ education. This personal philosophy also draws, to a certain extent, on reflective learning from the author’s own experience within the early years teaching environment. As a result, and in the opinion of the author, it was found that the educational theories that support the notion of entirely free play are not as effective as the current educational agenda. However, whilst there are merits in the notion of entirely free experiences for very young children, as advocated by Montessori, it is suggested here that there needs to be a degree of structure, as this is more reflective of the educational experience which the children are likely to receive in the future. Moreover, there is an underlying aim within early years’ education to present children with the best possible foundation before branching into compulsory education and this would seem to be the main focus. The author also believes that the most appropriate philosophy is a combination of Waldorf and High Scope, stating that there needs to be at least some degree of structure and expectation, in order to ensure that there is sufficient consistency. Each child leaving early years’ education needs to be in position to undertake compulsory education; therefore, without having at least some boundaries and expectations laid out for all involved in education, this would result in some children not being able to achieve basic standards. This could ultimately impact, not only on their educational knowledge, but also on their self-esteem, if they were to enter compulsory education considerably behind others, in terms of attainment (Hohmann, 2002). Applying the statutory rules which are in place within the UK also supports this philosophy and recognises the fact that the ability of children to learn and develop will be different, particularly within the early years, and there needs to be at least some freedom for the children to explore and make up their own minds. This does, however, need to be structured and facilitated by the educational professionals, so that any individual weaknesses can be identified and supported in such a way that would not be possible, if total freedom were given to the students. Educational theories provide a strong background to the way in which education should be delivered, both from a physical environment perspective, through to how the adults responsible for delivering education interact with the children in their care. Despite the need for structure, it is noted here that a strong emphasis should also be placed on freedom of choice for the children when building social and self-esteem factors, which are arguably going to be the foundations for future learning, far beyond technical skills such as the ability to read and write (Penn, 2005). By looking at the broader developmental issues, such as those set out in the statutory guidance, those involved in delivering educational standards can adapt to deal with any issues that arise, rather than being constrained to delivering a specific curriculum. Based on this, my own personal philosophy of education is a hybrid between High Scope and Waldorf, with a bias towards increasing structure, so that basic standards are achieved, regardless of the underlying skills and personalities of the children involved. References Anning, A., Cullen, J. and Fleer, M. (eds.) (2004). Early childhood education: society and culture. Delhi, New York and London: Sage Publications Cadwell, L. B., and C. Rinaldi. (2003) Bringing Learning to Life: A Reggio Approach to Early Childhood Education. New York: Teachers College Press. Catron, C. E., and J. Allen. (2007) Early Childhood Curriculum: A Creative Play Model, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall. Department of Education (2012) Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/2716/eyfs_statutory_framework_march_2012.pdf French, G. and Murphy, P. (2005). Once in a lifetime: Early childhood care and education for children from birth to three. Dublin: Barnardos. Helm, H and Katz, L (2001) Young Investigators: The Project Approach in the Early Years, New York: Teachers College Press. High/Scope Educational Research Foundation. (2001). The physical learning environment: Participants guide. Michigan: High/Scope Educational Research Foundation Hohmann, M., et al. Educating (2002) Young Children: Active Learning Practices for Preschool and Child Care Programs. Ypsilanti, MI: High/Scope Press. Montessori, M (1994). From Childhood to Adolescence. Oxford, England: ABC-Clio. pp. 7–16 National Council for Curriculum and Assessment. (2004). Towards a Framework for Early Learning. Dublin: National Council for Curriculum and Assessment. Penn, H. (2005). Understanding early childhood. Glasgow: Open University Press. Roopnarine, J., and J. Johnson. (2005) Approaches to Early Childhood Education, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall.

From marketing to image, to branding Essay

Introduction My presentation is based on branding as a business tool for marketing. The presentation will provide the concept of brand based on the strategies, importance, and influence of branding and to the consumers and towards the end provide a case study of McDonald’s Company for the case study of branding. Firstly, Hill (2002, p. 79) defined brand as a symbol or a name that businesses use in order to identify their products and use them to separate from the competitors. He further argues that brand development forms a foundational piece of the business marketing communication industries cannot do without. Reasonably, speaking, there are numerous brand types that may either represent a corporate or personal brand. We must note that in the current globalization and technology driven world, branding has become increasingly significant than over the previous decades. My research on business branding features the collection of science and psychology to form a premise mark as opposed to a trademark. The brands of the business convey the information of credibility, uniform quality, and experience of the business. Brands have life cycles, valuable and outlive the products. Today, numerous companies invest the value of the business in their brand and it has appeared in their balance sheet. The world has become online and numerous markets are growing across nations that have seen the consumers use brands in their purchases. The importance of brands is, therefore; Assisting in the identification of the business. The business that uses branding can clearly be seen, quickly identify and sought after-products. Branding allows time and energy saving through practicality through loyalty and identical purchasing. The customer is guaranteed of finding the same quality irrespective of time and place of buying the product Branding provides common self-image that is presentable to others It allows for satisfaction brought through intimacy and familiarity with the brand that the consumers have using for years. Branding provides ethical standards in business due to satisfaction linked to the responsible brand behavior in its societal relationships. Branding Strategy This refers that firms mix and match the name of their brand and the products they offer. The degree of synergy between the product brand and the corporate brand depends on the architecture of the brand (Hill 2002, p. 124). I found the following brand strategies as identified by scholars; Corporate and individual branding House of brand and brand house, including sub-brands and endorsed brands Weak endorsement, no endorsement, strong endorsement, and medium endorsement. Delineated three types of brand strategy, continuum monolithic strategy, branded strategy, and endorsed brand strategy. Endorsement brand strategy, token endorsement, and weak endorsement. Influence of Branding to Consumers and Business The legally protected brands are significantly important in the modern marketing. Branding has several influences on the business and the customers. Firstly, branding brings psychological effect that affect the consumers by urging them to choose a specific product over the other based on perception rather than hard facts. I read from the work of Hill (2002, p. 143) that indicated that brands can automatically activate the goals of purchase in individuals without conscious or awareness intent. Likewise, Hill (2002, p. 143) further writes that brands offer promise of performance by the business by assuring the customers of the quality, safety, and other ethical obligations of the product. Further, it is indicated that the socio-culturally based brands present the role of brands through research. Brand satisfaction is a good reason for a customer to choose a specific product over the other. Case Study of McDonald’s Branding Success The case study I used was a well-known industry across the globe. With the globalization era, currently; it is easier for brands to show their presence globally in various cultures. Reading from Hill (2002), business operation in a foreign cultural atmosphere comes with changes in the strategies of the business, advertising, functioning and branding campaign. A case study of the McDonald’s different marketing strategies can best exemplify the global marketing strategy. The company originated in the U.S. in 1940 as a street restaurant and currently serves in 199 countries across the globe. According to Kulkarni, Lassar, Sridhar and Venkitachalam (2009, p. 12) the company’s brand is supported by a highly successful brand campaigns.   In each of all the branding campaigns of the McDonald’s Company, it has prioritized on social values of the target audience that has made functioning as a resilient possible. The comparison of the branding campaign in two completely economically and culturally diverse countries, India and Australia, shows the company’s effective resilience. My investigations reveal that the company ventured in India in 1996 and in Australia in 1971, but there exists a considerable gap in chronology. It is understood that the company adopted the dissimilar marketing strategies using similar brand values that were quality, service, cleanliness and value (QSC & V). Using this strategy, the company excelled in both the markets in a way that the societies never thought that it was an American brand. The reasons for brand success of the case study company were, perhaps, numerous (Encyclopedia of global brands 2013, p. 677). However, excellent market research tops the list. The ever-growing process of market research has assisted the marketers to analyze the environment of marketing and define the marketing strategies and product-market fit. Through market research, Light, Kiddon, Till, Heckler, Mathews, Wacker, Brunner, Emery and Hall, (2012, p. 67), writes the company realized the obligation to involve in the local culture. Social marketing, according to McDonald’s (2013, p. 221) assisted the company develop the socially accepted product and satisfies the customer needs better than that of the competitors. Currently, the company runs 780 outlets in Australia and 300 outlets in India. Therefore, the best achievement of the company is through its branding that successfully transformed itself into the local image and fulfilled the brand promises. The people believed in QSC & V that was fulfilled and the TV campaigns often focused on customer relationships. References Encyclopedia of Global Brands. (2013). vol. 2, K-Z,  Ã‚   2nd edn, St. James Press, pp. 675-680 Hill, C. W. L. (2002). International business competing in the global marketplace. New York, McGraw-Hill Irwin. KonecÃŒÅ'Nik Ruzzier, M., & Ruzzier, M. (2007). From marketing to image, to branding. IV Seminari Internacional D’InnovacioÃŒ  I Turisme â€Å"Turisme & Branding: La Clau Per Al Desenvolupament TuriÃŒ stic†, Palma De Mallorca, 26, 27 I 28 Setembre 2007. Kulkarni, S, Lassar W, Sridhar C & Venkitachalam A. (2009). McDonald‟s OngoingMarketing Challenges and Social Perception in India‟, Online Journal of International  Case Analysis, vol. 1, Issue 2, last viewed 23 Sept 2013,  http://ojica.fiu.edu/index.php/ojica_journal/article/view/19/18  11. Light, L., Kiddon, J., Till, B., Heckler, D., Mathews, R., Wacker, W., Brunner, R., Emery, S., & Hall, R. (2012). Branding strategies for success. [Upper Saddle River, NJ], FT Press. http://proquest.safaribooksonline.com/?fpi=9780133039030.

Far from the Madding Crowd Essay

For example, when asked if he knew who the woman he was talking to had been (Liddy), he replied to Bathsheba â€Å"I know her by sight†. This was also said as a way of protection. He also once lied to Bathsheba when showing her his sword fighting. He tells her that the sword is not very sharp until the end of the exercise, when he tells her the truth, † this sword will shave like a razor†. It is from about this time that Bathsheba begins to realise that she is deeply in love with Troy, and has now forgotten about Mr. Boldwood. Bathsheba is attracted to a superficial man, however, only the reader can realise this. There is an example of dramatic irony between these two characters when Troy has many faults such as gambling, womanising and the inability to settle and commit himself, not only are these faults but strong obsessions as well. These facts are all well known to the reader and the community in the story, but Bathsheba is oblivious to the fact. When infatuated and blinded from these facts, there can be tragic consequences. When Bathsheba realises for herself, that she loves sergeant Troy, Gabriel Oak reminds her of Boldwood’s prior claims. He also criticises troy, provoking Bathsheba to defend Troy. The author of this book, Thomas Hardy, presents the infatuated Bathsheba as nai ve and blind. He directly contrasts Troy and Gabriel, where Gabriel acts as Bathsheba’s conscience, reminding her of Boldwood’s claims. Gabriel attempts of warning Bathsheba to resist Troy â€Å"before it is too late† is prophetic. When Boldwood finally realises that he has been rejected, he tries bribing Troy, so that he would be interested in marrying Fanny. However, it is too late, Troy and Bathsheba were already married. This just shows how obsessed with Bathsheba really is. Troy doesn’t seem to notice or appreciate the love and infatuation shown by Bathsheba. This is shown on their wedding day, during the party, as he didn’t spend any time with her; instead, he got drunk and fell asleep in the barn with his friends. The storm that broke out could have torn everything down and broken the wicks, but Gabriel, being the only observant one there realised and saved everything before it was too late. Gabriel Oak dominates the beginning of the story and is described as a â€Å"young man of sound judgement † and â€Å"general good character†. He is a hard workingman, and has done so during the whole of his life to become the independent farmer that he was. Although he is attracted to Bathsheba, he notices that she is very vain. He is very honest, practical, trust-worthy and faithful. He is also strong as his name suggests. Gabriel is always in control of himself. He accepts the fact the Bathsheba does not love him so unlike Boldwood, leaves her alone. He also keeps to his word, for example, when he told her that he would no longer talk to her, he didn’t. Oak however, is a very trustworthy and loyal man. Whenever Bathsheba was in a crisis, she always asked for Oak. An example of this is when her sheep had eaten some clover and fell ill. She relied on Oak to come and save them. When her farm went on fire, Oak was the mysterious man who helped and at her wedding, when there was a storm, Oak strengthened the wicks. In a crisis he acts calmly and bravely saving Bathsheba’s crops in the fire and storm. He honestly condemns Bathsheba’s conduct to Boldwood on a number of occasions, twice facing dismissal. He is dismayed by Bathsheba’s â€Å"infatuation† with Troy, attempting to warn her against trusting him. When hiding his feelings he says â€Å"he adored Bathsheba†. Hardy points out the contrasts between homely Oak† and the attractive Troy whose â€Å"deformities lay deep down from a woman’s vision†. There is a big contrast between Oak and Troy. Another difference between these characters is that Troy gambles and Gabriel â€Å"reckons up the exact financial value† of each risk threatened by the storm. At the end of the story it turns for the better for Oak. He gets promoted from being the shepherd to the bailiff, his industry is awarded and he is offered a hare of the profits to manage Boldwood’s farm after his imprisonment. Bathsheba realises at the end after Troy’s death, that she becomes weak and depressed and increasingly dependant on Gabriel. This helps her notice that she loves him and finally agrees to marry him. This shows that more or less the whole novel is about obsession between each of the characters. It also has a lot of romance in it with hard realism running through it. Additionally, it shows that not only is it the world that loses control in natural disasters but also people lose control in emotional disasters.

Health and Wellness Resorts Research Paper Example | Topics and Well Written Essays - 3250 words

Health and Wellness Resorts - Research Paper Example At the same time, it has been ascertained that health and wellness resorts are engaged in standardizing and globalizing the products and services. Nonetheless, it has been observed that health and wellness resorts are also burdened with increasing management and operational issues arising from declining quality and increasing competition. Furthermore, health and wellness resorts as mentioned above are in the early stage of development thus there is a relatively less literature regarding it. Consequently, there is a greater scope for future research to be conducted in order to derive valuable insights about the health and wellness resorts. Introduction Over the last few years, businesses have started using the word wellness for describing both physical and emotional meaning. More specifically, the word ‘wellness’ is extensively used in the service industry particularly in the context of luxurious hotels. At the same time, travelling for the purpose of health is not a new concept. However, it can be firmly admitted that the term ‘health tourism’ is relatively a new concept in the market positioning strategy of hotel and resorts. Broadly speaking, health and wellness tourism is defined as products or services that are made accessible to people travelling from their places or residences for health reasons (Caribbean Export Development Agency, 2009). The primary focus of the health and wellness resort involves imparting good health and general wellness of people. It entails a wide variety of treatments and services. For instance, Canyon Ranch one of the leading healthy living and luxury spa vacations comprising resorts, a beachfront hotel and destination spa amenities both on land as well as on sea is determined towards expanding the concept of health resort by initiating comprehensive approach regarding health and wellness of people. The evolution of health and wellness tourism is a result of continuous effort of service industry to attrac t new and potential customers through promotion and campaigns of health services. It can be argued that in the recent times the health and wellness tourism has gained tremendous popularity amid the global tourism industry as it does not depend on the factors such as seasonality. In other words, the health and wellness tourism has increased the ability of service industry to generate favorable income even during the off-seasons. Notably, the health and wellness sector within the context of Canada has also accorded radical growth. Health tourism across the globe including Canada can be identified to hold a greater opportunity for the service industry to boast its revenue and acquire loyal customers. Furthermore, the demand for health and wellness resort is constantly increasing (Siriphannapirat et al., 2013). Correspondingly, this research study intends to review the relevant development, management and operation issues pertaining to health and wellness resorts along with making relev ant recommendations regarding future research scope. Literature Review Wellness Tourism Mueller & Kaufmann (2001) postulate wellness tourism to be the sub-category of health tourism (Mueller &Kaufmann, 2001). Didascalou & et al. (2009) argue that there is no single definition of wellness or wellness tourism. It has been stated that the development of wellness tourism is actually embedded to ancient form of tourism (Didascalou & et al., 2009). Boulay et al. (2013) argue that wellness tourism