Was Eugenics Ever Moral? Essay -- human species, charles darwin

Eugenics is the study or belief in the possibility of improving the qualities of the human species. Sounds good, right? But the question here is, is it moral to sacrifice someones animation or the ability for someone to create life in the name of science? Surely Francis Galton and Gregor Mendel thought so.In the nineteenth century, biology was at its peak. Charles Darwin, who simply happens to be Galtons cousin, had just introduced his idea of survival of the fittest. Galton then took that thesis and dissected it. The result of that mess was what we know today as eugenics. The initial intent was for genetically perfect people to reproduce with others of the same kind. It was believed that mixing the inferior people and the so called perfect beings would yield a corruption of blood(Lombardo,8).It was non until the Civil War ended when America started exploring this new world of genetics. People came up with the belief that genetics appeared to be the cause behind human brotherl y problems - such as pauperism, nomadism, criminality,alcoholism, feeble-mindedness, rebelliousness and prostitution - as the inheritance of defective germ plasm (Allen,4). As bizarre as this sounds, eugenicists and their wealthy followers swore by this. With this idea in mind, doctors in prison and mental institutions started sterilizing the inmates and patients. Their reasoning for doing this was that it was better to sterilize these genetically impaired people and let them go knowing in that respect wont be any other generations of that same problem than to keep them locked up under taxpayers dollar.How could this have been moral? Even Galton, the man who formally named this branch of science called this negative eugenics. These men and women were sterilized... ...t still isnt, and it never will be. Works CitedAllen, Garland E. Social Origins of Eugenics. Essay 1Social Origins. N.p., n.d. Web. 23 Apr. 2014. bourgeon v. Bell. LII / Legal Information Institute. N.p., n.d. Web. 18 Apr. 2014.Doctors Trial The Medical Case of the Subsequent Nuremberg Proceedings. United States Holocaust Memorial Museum. United States Holocaust Memorial Council, 10 June 2013. Web. 20 Apr. 2014.EugenicsArchive.Org Image Archive on American Eugenics Movement. EugenicsArchive.Org Image Archive on American Eugenics Movement. N.p., n.d. Web. 22 Apr. 2014.First Amendment. LII / Legal Information Institute. N.p., n.d. Web. 20 Apr. 2014.Lombardo, Paul. Three Generations, No Imbeciles. Baltimore JHU, 2008. Print.Meikos, David. Eugenics Research Methods. Essay 3 Research Methods. N.p., n.d. Web. 22 Apr. 2014.

Book Report on George Orwells Burmese Days Essay -- George Orwell Bur

Book Report on George Orwells Burmese old ageThe book Burmese Days was written by George Orwell and published first in 1934. Orwell took the inspiration for this first novel of his from the experiences he gained during his service as an imperial police officer in Burma in the late twenties. There he was confronted with extreme forms of imperialism, causing racism and also chauvinism. These are also the main topics of the novel and although they are wrapped up in the story of a single mans fate, John Florys, these topics caused some problems with the publishing of the book. For that reason the book was first published in America, the slope version wasnt published until some changes mainly name changes were made which was n earlyish a year later. Burmese Days is set in 1920s Burma under British colonialism. It focuses on the imperialism of the British and its effects on the relationships between the British, the British and Indians, and between the Indians themselves. So negative is the portrayal by Orwell of imperialism that it can be seen as a novel without hope in terms of altering the imperialistic structure of the British rule in Burma. No character- British or Burmese- appears to be capable of escaping the destructive trap of imperialism. Orwell points out clearly his negative attitude on European politics at his times, for in his youth he was very much in favour of the Marxist ideology and so is the protagonist of the novel Burmese Days, John Flory. The novel concentrates on the townspeople of Kyauktada in Upper Burma. Kyauktada is described as hot and sultry. It is a small town of about four thousand people. The overwhelming majority of the inhabitants are Burmese, but there are also a hundred Indians, two Eurasians, sixty Chinese, and Seven Europeans. Nevertheless, as in all imperialistic societies the small group of Europeans suppresses the bang-up majority of the native people, who seem to accept perfectly the superiority of the white people. Orwe ll criticizes this feeling of inferiority the Europeans give the Burmans and especially the Eurasians, because for their existence the Europeans are even responsible. Although he seems very much in favour of the so-called inferior people, the novel gives a certain impression of the Asiatic character to the reader, which is not very likeable. The Asian people are described and not plainly by the characters o... ... to talk to her reasonably. When he asks her if she would ever marry him later what has happened, not now but after a while when the whole thing was forgotten, she answers that she never would. Having heard this, Flory goes hom and shoots his dog Flo and himself. Ko SLa calls for the doctor who comes immediately and manages to pretend that it wasnt felo-de-se but an accident. Not that anybody in the town would believe in this but still it is at least the official version. After Flory has shot himself, everything changes again. Elizabeth, who appears to be the only one to be surprised by Florys suicide, marries Mr. McGregor after a while, who certainly for her is a better husband than Flory would have been, Dr. Veraswami, without a European protector, is short to ruin for U Po Kyin now and has to leave Kyauktada, U Po Kyin becomes, as he had wished a member of the Club but dies too early to manage to build some pagodas or do anything to wash away the sins he had committed during his life, which makes his wife worry whether he will be regenerate as an ugly animal. Ko SLa and Florys other servants try their luck on shop-keeping but fail and have to work as servants for another sahib.

Comparing the Trial in The Plague and Hamlet :: comparison compare contrast essays

The Archetype of the Trial in The Plague and Hamlet Rare is the tale without a conflict, without a challenge to overcome. However, to even reach the challenge the hero must first pass through the Trial. The archetype of the Trial can be free-base in almost any folktale. King Arthur must draw the sword from the stone to prove himself fit to be king. Hercules must face labors to atone for the murders act in his madness. It is prominent in other areas of literature as well it is especially well represented in The Plague by Albert Camus and Hamlet by William Shakespeare. The Trial serves two purposes to prove worth and to atone for wrongs and purify. When the Trial is used to prove the worth of the hero, the hero must prove that he is capable and summa cum laude enough to be the hero and that he will be able to face the ultimate conflict. This aspect of the Trial is what is also known as the world (Campbell 97). In Arthurian mythology Arthur must pull the Excalibur from the stone. This trial proves him worthy to be king because only the true heir to the crown is able to draw the sword. The primer of authority for his rule is thus established. In Hamlet, Prince Hamlet must endure heart wrenching grief, betrayal by those closest to him, and murder in ordain to prove that he is fit to take action. However, while Arthur had to prove to the nobles of the land that he was fit to be king, Hamlets trial is an inward proof to himself that he is in the right and his fathers death must be avenged. The Trial is also used to purify the hero and help him atone for evils. This is seen clearly in the Hercules legend of Greek mythology. The jealous goddess Hera uses her power to make Hercules insane and in his madness he slaughters his own children. He then journeys to Delphi and consults the oracle which tells him that he must serve for go years as his cousin Eurytheus servant and must perform ten labors. Through his labors he is able to atone for his past evil deeds a nd come up the favor of the gods (DAulaire 132-146). Hamlet is a tale which puts many of its characters through trials but none suffer as much as Prince Hamlet himself.

Cinnamon Essay -- essays research papers

I closed my eyes and sat quietly in the classroom. The slightest scent of cinnamon in the air and I was stuck. It was like turning substantiate the hands of time to the most beautiful Autumn season I could remember. The aroma painted a picture in my mind that was so pictorial every one of my senses were triggered. The first sense that my brain detected was my sense of sense. I could smell holiday baking in the kitchen. Other things that I could smell were Big Red Gum, cinnamon buns, cinnamon pop tarts, gingerbread, pumpkin pie, basically I could smell any fragrance associated with just plain cinnamon.With my eyes stable shut, I focused more on the photograph in my memory. There...

Human Nature in Sebastian Faulks Birdsong and Arthur Millers The Cruc

Human Nature in Sebastian Faulks Birdsong and Arthur Millers The Crucible twain The Crucible, a play written by Arthur Miller, and the novel,Birdsong, by Sebastian Faulks, are pieces of literature based aroundhistorical events. Millers play is set during the capital of Oregon Witch trialsof 1692 and Birdsong concentrates primarily on characters involved inthe First World War which took place from 1914 to 1918. Both of theseperiods in history are examples of times when human beings havedisplayed the darker side to their nature the capacity to kill. BothFaulks and Miller have attempted to explore the reasons behind theircharacters actions along with the mechanisms and strong emotionswithin humans that make ordinary people capable of committingatrocities. However, the authors also cozy up the positive aspectsof human nature, the great love, courage and loyalty which manages toemerge unscathed out of the most horrific circumstances.As I have already mentioned both The Crucible and Birds ong exploremans capacity to kill other human beings. The two pieces, however,approach this subject in very different ways. Arthur Millers play,set during the Salem Witch hunt, concentrates on the various emotions,such as fear, greed and revenge, driving individuals to accuse theirfriends and neighbours of witchcraft. Birdsong, on the other hand,depicts a much larger conflict and focuses to a greater extent on the ability of thesoldiers to withstand the horrors that they are witnessing andcommitting everyday.In his play, The Crucible, Arthur Miller illustrates a great number ofhuman emotions and tensions within the Salem community which, whencombined, result in the execution of many people on the grounds thatthey are... ...he dangers of forgettingthe past. Elizabeths life seems so tranquil compared to that ofStephen Wraysford but the fact that the Second World War followed so currently after the First demonstrates how easy it is for mankind torepeat the errors of the past. Equipped with this knowledge the readerrealises that even Elizabeths comfortable, peaceful lifestyle isvulnerable and at risk.The Crucible and Birdsong, in their different ways, both highlight thecomplexity of human nature where love, loyalty and honesty co-existwith hatred, fear and suspicion. This means that even in times ofconflict and execute people display the ability to love, trust andmake sacrifices. However the greatest flaw in mankinds makeup is theability to forget the horrors of the past, therefore allowing thecontinual repeat throughout history of the same, fatal mistakes.

Human Nature in Sebastian Faulks Birdsong and Arthur Millers The Cruc

Human Nature in Sebastian Faulks Birdsong and Arthur Millers The CrucibleBoth The Crucible, a play written by Arthur Miller, and the novel,Birdsong, by Sebastian Faulks, ar pieces of literature base aroundhistorical events. Millers play is set during the Salem Witch trialsof 1692 and Birdsong concentrates primarily on characters involved inthe First World War which took turn out from 1914 to 1918. Both of theseperiods in history are examples of times when human beings havedisplayed the darker side to their nature the susceptibility to kill. BothFaulks and Miller have attempted to research the reasons behind theircharacters actions along with the mechanisms and strong emotionswithin humans that make ordinary people capable of committingatrocities. However, the authors also highlight the positive aspectsof human nature, the great love, fearlessness and loyalty which manages toemerge unscathed out of the most horrific circumstances.As I have already mentioned both The Crucible and Birdsong exploremans capacity to kill other human beings. The two pieces, however,approach this subject in very different ways. Arthur Millers play,set during the Salem Witch hunt, concentrates on the various emotions,such(prenominal) as fear, greed and revenge, driving individuals to accuse theirfriends and neighbours of witchcraft. Birdsong, on the other hand,depicts a much larger conflict and focuses more on the ability of thesoldiers to withstand the horrors that they are witnessing andcommitting everyday.In his play, The Crucible, Arthur Miller illustrates a great number ofhuman emotions and tensions within the Salem community which, whencombined, result in the execution of many people on the grounds thatthey are... ...he dangers of forgettingthe past. Elizabeths life seems so tranquil compared to that ofStephen Wraysford but the fact that the Second World War followed soshortly after the First demonstrates how easy it is for military personnel torepeat the errors of the past . Equipped with this knowledge the readerrealises that even Elizabeths comfortable, peaceful lifestyle isvulnerable and at risk.The Crucible and Birdsong, in their different ways, both highlight thecomplexness of human nature where love, loyalty and honesty co-existwith hatred, fear and suspicion. This means that even in times ofconflict and slaughter people display the ability to love, combine andmake sacrifices. However the greatest flaw in mankinds makeup is theability to forget the horrors of the past, therefore allowing thecontinual repetition throughout history of the same, fatal mistakes.

Experience of the Attawapiskat Cree to Ojibwa in relation to the Canadian Government

The Attawaspiskat Cree and Ojibwa are a foremost nations group living in parts of Canada, mainly northern Ontario. The main languages spoken by these first nation groups are Mushkegowuk Cree and Ojibway. I will compare and contrast the experience of the Attawapiskat Cree to Ojibwa in relation to the Canadian Government. This will include analyzing the treaties introduced by the disposal towards the Cree and the Ojibwa in particular, treaty 9 will be discussed. In addition, to these treaties the presidency has divided the first nation community into two different groups precondition-Indians and non-status Indians.Within these two groups further division has been accomplished by the allocation of discharges know as reserves to status-Indians and self-governing ownership for non-status Indians. This allocation of attains in reserves for status-Indians and in capable ownership for non-status Indian is based on the policies developed through dependent and independent tenure. The l aws permitting only status-Indians to support in reserves withstand fragmented the community and changes in culture and traditions have been rapid since the arrival of the organisation.The arrival of the Canadian government in the too soon 19-hundreds was the last major encapsulating factor the Cree and the Ojibwa were to face after the Hudson Bay Company and the church. The methods adopted by the government were aimed at changing the social, frugal, political and religious practices held inside these societies. One of the first efforts under make outn by the Canadian government was to legalize any action it would take in the percentages occupied by the Cree and the Ojibwa. Therefore, in 1905 and 1906 treaty 9 was signed with the people of Cree and the people of Ojibwa.With the introduction of treaty 9, logging, hydroelectric development, minerals, construction of road and railways started. This treaty also introduced new land policies, which allowed non-Indians to exploit th e resources used in advance only by the Indians. Commissioner Scott who represented the government promised the Indians that treaty 9 would not affect the way of living for the Indian people, rather the government would help in times of need There will not be any legislation governing trapping, hunting animals and hunting birds and fishing, if you are in favour of the treaty.If something happens to you as to sickness or need of help the government will help you, all the people from Albany, Attawapiskat, Winisk, Fort Severn, will have this help (Cummins 2004, 36). However, during the famine of 1909, 1928, 1930-31, 1934-36 and 1946-48 in Attawaspiskat, assistance from the government was little or non-existent. Therefore, the main reason for the treaty was to extinguish aboriginal rights and to take away the land owned by the Indians. spare-time activity treaty 9 many different treaties were introduced by the government which further deteriorated the economical conditions present wit hin the Indian community.These treaties had assured for the Cree and the Ojibwa, that provision would be do for the supply of seed, cattle and agricultural implements as these nations had exhibited an interest in starting farming for economic interest. Additionally, some other treaties had guaranteed distribution of fishing nets, net twins, guns and ammo so as it sack up enable the Indians to hunt for subsistence activities, with participation with the new economy. However, the government provided insufficient amenities which were unable to economically improve the position of the Cree and Ojibwa.In addition, federal legislation especially the Indian shape teamed with federal and provincial policy and actions, rendered it arduous for Aboriginal people to undertake other economic interest. (http//www. ainc-inac. gc. ca/ch/rcap/sg/sh45_e. html). It is essential to define the terms land tenure and land use in order to understand how these systems are used as an encapsulating fact or for the Ojibwa and the Attawapiskat Cree. trim back use is the physical exploitation of land, where as land tenure are the policies which govern the use of land and is based on social, political and exploitative patterns of a group.Example of social, political and exploitative patterns would include the ways of accommodation, such as living in micro or macro mountains and occupying a river drainage or a good fishing site notion of land ownership and hunting patters, respectively. Since the incursion of Euro-Canadians in all aspect of Indian life, there have been changes in the traditional land tenure policies held within these societies for centuries. The government has divided the Ojibwa and the Cree into two different categories status Indians and non-status Indians.Status Indians are those individuals who according to the Indian Act appear on the governments list of registered Indians. Status-Indians are solely dependent on governmental aid and live on lands turned into rese rves by the government they are also exempted from any provincial or federal programs such as income tax and property tax. Non-status Indians are those who have lost their Indian status by governmental enfranchisement. These people coffin nailnot live on reserves land setup by the government for status-Indians, but they can independently own land and must pay taxes.The reserves are created by the Indian Act as, the minister may, when he considers it desirable constitute new bands and when a new band has been established from an existing band or any part thereof, such portion of the reserve lands and funds of the existing band as the minister determines shall be held for the use and benefit of the new band. (Driben 1986 114). Therefore, to create a reserve there must be, a new band who has requested the government to be turned into a reserve.Hence, if approved the government would allocate an existing reserve or some land. Once designated as a reserve, individuals cannot have the ti tle to the land and cannot exercise the freedom to move fluidly in different areas or groups. One major set back by the government to the Ojibwa people living in Aroland are the economic government policy adopted towards them. In 1971, the provincial plan for economic development was revealed, which concluded that land and resource development should take place only in places which demonstrate a potential for growth.Therefore, the problem arouse when Nakina, a town less than 25 kilometres from Aroland became the centre of growth, this has shifted any incentives from secret and government sectors to economically invest in Aroland. The government of Canada has introduced two types of land tenure for the Cree and the Objiwa, dependent and independent land tenure. In dependent land tenure two aspects must be fulfilled, first that region must be made into a reserve, and second, the people occupying the region must be status-Indians. Once the region has become a reserve it falls under th e jurisdiction of the ministry of Indian Affairs.Therefore, by the Indian Act, the ministry has the authority to possess land, prevent the transfer of land amid bands, and to allocate land as they see fit. The economic impact of the dependent tenure has its benefits and disadvantages. These benefits include that the ministry of Indian affairs will provide aid for economic development. Such aid can be in forms of loans to bands, groups or individuals. Moreover, the Indians are not required to pay property tax or income tax on the money they earn by working on the reserves.A disadvantage would be that the reserved land cannot be sold or leased unless it is surrendered to the government, and in one case the land has been surrendered to the government, it is controlled and owned by the government not the Indians. The social impact of dependent tenure is the segregation caused by the subdivision of Indians into status and non-status Indians. Therefore, to choose dependent tenure would s egregate the community into one group, that comprising of status-Indians only. By the Indian act, non-status Indians are considered to be trespassers if they enter a reserve and can be fined and imprisoned for doing so.On the other hand, Independent Land Tenure is a more euro-Canadian form of land policy. Indians in independent land tenure can buy property. solely if the people opt for Independent Land tenure they cannot form any kind of reserve. Since Independent tenure is regulated under provincial government, the federal government would not be involved. Once the provincial government sells the people the land they occupy, the individual will get the title to the land and also some benefits as stated by the minister, Firstly, a surface right, which permits a landowner to enjoy the current use of his land.Secondly, a productive right, which allows an owner to make a advantage from the current use of his land. Thirdly, a development right, allowing the owner to improve his proper ty. Fourthly, a pecuniary right, whereby a landowner benefits financially from development value both effectively granting the right not to develop and sixthly, a disposal right, allowing an owner to sell or will his land (Driben 1986 105). The economic advantage of independent tenure is that Indians can participate in government programs, can be endowed with equity that can be employed to obtain mortgages and loans from banks and other financial institutions.Additionally they can have provincially tax-supported services such as fire protection, construction of roads, as well as other provincial benefits. In conclusion, the arrival of the government in the early nineteen-hundred marked a beginning which has rapidly cause change and encapsulated the Ojibwa and the Cree. Treaty 9, also known as the James Bay treaty, has permit the government occupy two-third of northern Ontario from the Indians. An encapsulation method adopted by the government was to divide the Indians into differe nt groups this was done by dividing the people into status-Indians and non-status Indians.Further, physical sub-division was accomplished by the government through dependent and Independent tenure. Laws forbidding non-status Indians to enter reserves were strictly enforced and any economic incentives approached by the Indians were tentatively dealt with. Therefore the nineteen hundred has been a drastic change for the Ojibwa and the Cree, and it has transformed them from a simpler life of hunting for subsistence to that of trading and has made them conform to the external pressure to acculturate.BIBLIOGRAPHY Cummins, Brian D. 2004. Only perfection Can Own the Land. Toronto Pearson Education Canada Inc. Driben, Paul. 1986. Aroland Is Our Home An incomplete victory in Applied Anthropology. New York AMS Press. Martin, Calvin. 1978. Keepers of the Game. Berkeley, Los Angeles, London University of California Press. Schmalz, Peter S. 1991. The Ojibwa. Toronto, Buffalo, and London Univer sity of Toronto Press. Krech, Shepard. 1981. Indians, Animals, and the Fur trade. capital of Greece The University of Georgia Press. .

Groupon Strategy

1. How hurl companies like Groupon affected the pricing strategy of firms? Historically, companies have issued coupons in order to attract new business or secondment customers that seldom purchase a companys products and/or services, with the hope that they come back more than than often. This is consistent with the idea that getting new customers is more expensive that maintaining a customer base.Companies approaches when issuing coupons have usually been one of three 1) taking a small hit (loss) in order to seduce subsequent buys (loss leaders), 2) incentives and incentivees (free items when another one is purchased), or 3) making a lower profit, but neverthe little a profit, by issuing toll discrimination coupons. All in all, these approaches usually constitute a minimal economic encouragement that only super-couponers seem to really take advantage of.Groupon and its competitors, on the other hand, offer discounts that ar usually much more aggressive, usually 50% or more of f the sell price (keeping half of the doing value for itself). Since these social, mass deals reach high numbers of consumers, these daily coupons that make available large discounts have eroded from the consumers minds the idea of a fixed retail price. Companies that do use the Groupon approach hope in the mass success of the discount and that a portion of those new customers will become regulars.But for companies that dont adopt the Groupon model for issuing discounts, they risk losing or never getting those customers that dont regard to pay the full retail price, specially if those customers never bought any goods or services from them. Nowadays, companies pricing strategies that dont consider the effect of online social coupons on their own margins big businessman lose their appeal if they maintain issuing regular, unattractive coupons that average consumers would not consider appealing enough. The consumer is not necessarily dependent on the terms dictated by the vendor an ymore. . How have companies like Groupon affected consumers perceptions of prices? For consumers other than super-couponers, meaning, those consumers that are not like bargains but dont pop off the time to hunt for the best deal, Groupon and its competitors have been rotatory these companies find attractive businesses, negotiate with them the deals, and deliver the coupons in convenient, effortless ways for consumers to find (online, in mobile devices, via e-mail and social media as friends recommendations, etc. ).For these consumers that didnt or maybe couldnt find the best deals, the best deals and finding them, making the purchase experience fast and convenient. And even for free, if enough of your friends buy a deal you recommended to them. In this sense, the buying experience has become a more interactive, social experience, where the best deals and shared and echoed online. This is making customers exponentially smarted, maybe not around the true cost of products and disco unts, but certainly about what they and their friends are willing to pay for them.Groupon has also broadened the standards of what consumers are willing to spend money on, especially when it comes to more unusual experiences that were not part of a buyers purchasing habits. As long a the price is low enough, Groupon is making it possible for consumers to spend their money on great deals for, likely, unnecessary but gratifying experiences, sharing with others the buying experience and, who know, a hot air balloon ride. 3. What is the downside for firms using Groupon? How give the axe firms mitigate it?Some businesses have argued that the Groupon offering deep discounts for daily deals, usually with a maximum number of coupons available disproportionally benefits consumers more than businesses. These firms complain that discounts purchased on Groupon, for example, are great for attracting large crowds of customers who never materialize on the promise to become regular customers. Th is type of situations leaves the firm at a loss, having provided goods or service 75% below their retail price and without the returning customers to make up for it.To mitigate this, firms should work with Groupon and the like to find better ways to reinforce policies, such as making a deal available for first time customers only. Or by offering a discount that is only good if a requisite number of future purchases is pre-bought. Of course, these approaches would likely scare off a number of customers genuinely interested in assessing the quality of a product and service, not lacking(p) further commitment. Psychologically, it might be hard for consumers to become regular customers and have to pay twice for a product or service theyve already see for half the price.The best solution is for firms to offer such a high quality or differentiated product, service, and/or customer experience that costumers will want to come to come back. 4. What will be the long run effect of companies like Groupon? Groupon and similar companies will likely become the standard way coupons and discounts are offered to most consumers. Offering discounts through these firms will become an entry requirement for many new businesses, especially those offering more obscure or less common products and services.Nevertheless, any business in any market could potentially benefit from offering discounts through online social mass coupon firms, such as Groupon. Today, it has become a sound approach for firms that are not attracting enough buyers and traffic with their retail prices. If retailers dont make the necessary adjustments to their pricing strategies now, they might have to come to Groupon or its competitors as a last resource to increase revenue through an attempt to increase consumer traffic and online buzz (added bonus advertising for using Groupon).It is unlikely most firms attempting to remain unchanged in regards to its pricing strategy will stay relevant for long they must agni ze the pricing threats of Groupon and the like. Customers, either by choice or by constant exposure to aggressive online discounts, are become smarter and savvier shoppers. The retail price is becoming hazardously easy to avoid for firms not willing to recognize new pricing strategies.

Children of Polygamy Essay

With reason subject guidelines in place to prevent human right violations, should polygamy be legal in Canada? First of all, a clear definition of the term is required Polygamy occurs when iodin husband is married to two or to a greater extent wives (Ozkan,M et al,215) . This scenario is not common in North America however has been known to occur in the past. To gain an insight to the world of polygamy, it seems that research has been undertook investigating its personal effects in argonas of the world where it is more common, for example, the Muslim world.The decision as to whether Polygamy should be legal in Canada will be based on the research found on the effects of Polygamy on both the children of the senior and junior-grade wife. A senior wife is defined as a woman who was followed by an other(a) wife into the marriage. A junior wife is the most recent wife joining the marriage (Al-Krenawi,447). In-depth research has taken place into the stirred up, psychological and behavio ural effects on children from polygamous families, as well as the effects on academic achievement compared to that of monogamous families.Most experts agree that children from polyoicous families are negatively affected by polygamy in terms of their academic achievement, behaviour, and their emotional and physiological stability. Therefore, Polygamy should not be legal in Canada, in order to protect children from the harmful effects associated with it. An Investigation into the effects on education on Bedouin-Arab school children showed signifi thronetly higher scholastic achievement in the children from monogamous families when compared with children from polygamous families, based on grades in Hebrew, Arabic, arithmetic and reading comprehension, recorded in their school files.(Krenawi & Lightman, 350) As for behavioural problems, Krenawi, Graham et al describe how the Competition for support and resources among wives in polygamous families may school principal to tensions amo ngst co-wives and between the children of different co-wives (456). The conflicts between the wives are often fuelled by jealousy which, in turn, increases the chances of conflict between the siblings of the wives. The increase in conflict and rage is likely to result in earlier drop out from school and higher probability of succumbing to other kind problems such as drugs.(Krenawi & Lightman,353). Al-Krenawis daybook links the childrens behavioural problems with their emotional state Jealousy, competition and fighting among the different wives leads to the children regarding the children of the other wife not as siblings but as enemies. The resulting wickedness and hostility affected the children both emotionally and socially. (37). Research has shown that Such problematic maternal psychosocial dynamics, in turn, may adversely influence adolescents self-identity, self-esteem and psychological social welfare (Shek 159).Self-esteem is finded at in great deal throughout the rese arch. Krenawi and Graham define self-esteem as a wish to think well of ones self It as well as relates to self-respect and the persons perception of worth. Children from polygamous families are especially prone to this, due to low- occupy from their dumbfounds, especially children of senior wives. Studies showed press down parental bet, lower interest when compared with other siblings contributed to low self-esteem among children in polygamous families. (457).Another table from this journal has results which show children from Polygamous families scored higher in areas including depression, anxiety, hostility, paranoid ideation and psychotism and scoring lower in family functioning (which includes relationships, functioning and communication within their family) as well as the self-esteem test. (452), We see that these psychological problems that polygamous children face are the major contributor to their lack of academic achievement, it is not as first thought a direct conseque nce of polygamy.It is more of an corroboratory consequence of polygamy. Observing from another perspective, evidence is found by Cherian that reveals A positive and statistically significant relationship was found between parental interest and childrens academic achievement, regardless of whether the family was monogamous or polygamous (736). Throughout the research into polygamy there were occasions where interviews were conducted with members of polygamous families, first hand evidence can be very powerful however we see contrasting views here first we will look at those in favour of polygamy.In the report Polygamy and its Impact on the Upbringing of Children by M. Khasawneh et al, we see a mother asked about the impact of polygamy, to which she answers Did not affect the children (577). There is also a command from a child who states Polygamy is a very appropriate process. Clearly displays that both the mother and a child of polygamy both seem to support polygamy. However, if we look at the experts opinion of the mother Khasawnehs paper, we see that they believe that the wives views may not be accurate.Since the families would be aware of their responses, it made it difficult for the wife to make an respectable declaration, as this could negatively affect her family life (572). Although there is little doubt that the childs statement was not an honest one, we see that there are other responses which do not show the children in favour of polygamy. Although a arrive of children believed that their fathers did not discriminate between or separate them, several also did not approve of polygamy and seen it as something they were forces to adapt to (572).This view is further supported by a child who is asked their opinion and views on polygamy to which he answers Polygamy is for necessity only, and with conditions to be just and fair. I do not support polygamy at all no matter what the reasons are. (577). Another child answers the same question with I inst igate polygamy because there is a large number of girls. (577) This brings up the condition which is very important for polygamy If there is an imbalance in the ratios of male to female then it is a valid argument that polygamy is a solution to spinsterhood.However Referring back to the question on Canada, we find from Statistics Canada online that the population of males and females is approximately equal 17. 6 to 17. 3 million (StatCan) . As for the argument on education, although we have observed that parental interest influences both monogamous and polygamous childrens academic achievement, equally, it is clear that other behavioural, emotional and physiological factors contribute and can potentially have a harmful effect on academic achievement too.In conclusion it is clear, from studies on Polygamy in Muslim countries, that there is overwhelming evidence to show that Polygamy has a detrimental effect on the upbringing of children, and this is made clear in the research adjo in its negative effects on the wives, the senior wives in particular. Krenawi and Graham make that point that in order to reduce problems which associated with polygamy arising, early interventions by school officials and other services may help improve academic achievement, socioeconomic status as well as improved family functioning.(455) . Referring back to the idea of parental interest being a big contributor to the academic achievement of the children no matter what family structure they belong to however it is clear to see that a father will have a certain about of time available to give to his children if this time which was once for one family alone is not split between 2 families in 2 different households, it becomes obvious that it will become impossible for the father to give an equal amount of his time that he was able to give in the past.Therefore even with reasonable guidelines put in place ,possibly similar to the one practiced in Muslim countries, where the husband mo ldiness prove he can financially look after his wives and children, I still feel there are a far greater number of disadvantages to this and therefore it should not be made legal in Canada. Word Count (1,442) Bibliography Al-Krenawi,A. Graham. J. R & Sonim-nevo, V. (2002) Mental Health Aspects of Arab-Israeli adolescents from polygamous versus monogamous families. daybook of social Psychology, 142, 446-460. Al-Krenawi, S. Lightman, (2000). Learning, Achievement and Family conflict Among Bedouin-Arab children from polygamous and monogamous families. The journal of social psychology 140(3), 345-355. Cherian,V. I. (1993) . The Relationship between Parental interest and academic achievement of Xhosa Children from Monogamous and Polygamous families. The Journal of Social Psychology, 133, 733-736. M. Khasaweh,o,Y. Hijazi, H. Salman. N( 2011).Polygomy and Its Impact on the Upbringing of children. A Jordanian Perspective, Journal of Comperative Family Studies. 563-577 Ozkan,M,Altindag,A. ,O to R & Sentunali,E (2006) . Mental Health Aspects of Turkish Women from Polygamous Versus Monongamous Families. Turkey. International Journal of Social Psychiatry, (52), 214. Shek,D. T. L (1998) A Longitudinal Study of the Relation between Parental-adolesent conflict and adolescent psychological well-being. The Journal of Genetic Psychology, 159, 53-67.

Unit 304 Promote Children and Young People’s Positive Behaviour

Unit 304 Promote children and raw peoples ordained doings 1. 1 Summarise the policies and procedures of the setting relevant to promoting children and untried peoples positive demeanor. The policies and procedures of the setting relevant to promoting childrens and child c be people positive doings covers a range of six sectors these ar Behaviour policy Code of conduct Rewards and sanctions Dealing with conflict and unconnected deportment Anti-Bullying Attendance Behaviour policyA guideline to all staff on how disciples behaviour should be managed. It is important that this policy is constantly being applied to ensure ample goodty of the pupils this is why all staff must(prenominal) be familiar with this policy. Code of conduct A set of rules/guidelines for the pupils so they understand how they should be brook and what is pass judgment of them. It is important that the children be reminded of the code of conduct so that it run lows their r appearine and they f ully understand it.It is essential that positive behaviour is always advertized, valuated and apply as children key when adults behaviour is out of character, if positive and professional behaviour is continually used it is more likely that the pupils go away likewise be withstand in that way. . Providing a shoal purlieu that is safe and stimulating for the children in our care. In order to ensure that this is so, in that location is a policy with set procedures to create a tranquil, secure and intelligent working environment for all. on that point are, however, make when item-by-item children exhibit behaviour that is unacceptable. As part of the Discipline Policy of final payments and sanctions, all staff use behaviour modification strategies to change an one-on-one childs behaviour. By trailment a positive system of rewards we reinforce good behaviour, we believe that setting graduate(prenominal) standards and expectations, and focusing on positive achievements . By using a positive system of rewards we reinforce good behaviour, we believe that setting high standards and expectations, and focussing on positive achievements.All members of the aim comm building blocky should respect one another(prenominal). Primary School expects children to be well-be view asd, well-mannered and attentive. Children should walk (not run) indoors the direct. All children should respect their bear and other peoples property and contemplate care of books and equipment. All children should draw regard for their fellow pupils. If a child has a grievance against another child, it should be reported to a member of staff, who allow happen upon book action. Children should wear the correct naturalize uniform.Jewellery and trainers should not be worn. Children should not cultivate sharp or dangerous instruments to instill. . Foul or abusive language should never be used Chewing Gum is banned Mobile screams are not allowed Rewards and Sanctions Physical wildness is never acceptable, neither is retaliation. Repeated or real incidents get out lead to a managed moved which means the scholarly person pull up stakes be transferred to another school. Although good behaviour is encouraged in schools, children leave alone still be eat up improper at metres.Consequences for bad behaviour Name on the board ( worrisome face) Miss time out from golden time, break or lunch play. Be sent to the head of year/deputy head Be sent to the head t apieceer and a get togethering arranged with parents Continuous bad behaviour, the savant is put on report these reports are filled in by the teacher in every lesson on the day, saying whether the student has be motherd in class, the student undersurface be on report for a calendar week or longer depending on the response of the student producing good behaviour.My response to inappropriate behaviour on a casual basis within the class way of life. Examples constant disruption to a lesson, I w ould ask the student to come outside of the classroom where I would speak to the student in a stern only when positive voice, reminding them of the consequences of their behaviour, and in some cases I would take them their group leader, if the student wasnt responding . Good Behaviour When promoting positive behaviour in schools there are policies and procedures that all staff pick outs to be mindful of.The main policies relating to behaviour will be the behaviour policies plainly other policies will also have an impact for example the health and safety policies, child protection policies and anti-bullying policies. All adults in school are expected to act as good consumption models and to behave in a consistent manner. We make sure that good behaviour is substantiated and praised as well as praising children for good work, thrust and achievement. Recognitions for good behaviour can be any of the following. A smile and a compliment and verbal praise Phone calls home to paren ts to give praise just astir(predicate) how well their child has do.Post cards can be sent home relating to how well their child is doing. Vivo can be given children can save these up and buy things from our vivo shop like pens pencils choco previous(a) etc. When they save a lot of vivo then can then buy more expensive item like iPods, mobile top-ups and a whole range of different things. Certificates are awarded for student of the week and also for students who have achieved awards for things like blow performing arts and in all other aspects of school work. 1. 2 Evaluate how the policies and procedures of the settings support children and newfangled people to Feel safe Make a positive contributionDevelop social and emotional and skills Understand expectations and limits When planning indoor and outdoor activities, there are many factors of health and safety that we have to take into account for example Age, you have to make sure that the activity and equipment is suitable for the childrens age group. Abilities & individual needs you have to assess to see if each individual child is able to do it and if their personal needs are met. Risk & Hazards before you plan the activity you must do a insecurity assessment and reduce any risk mingled and make sure the area is suitable and large enough for the activity.Making a child or tender person feel safe is essential for their well-being every practise is calculateed at safety and security for students and staff. Within school we have a security person who checks in and roughly school all day, every day. Students make a positive contribution by following rules and procedures in and around school, also through their attendance, having respect for others, wearing the correct uniform and through their behaviour. Students prepare social and emotional skills by knowing how to communicate in a correct manner towards other students, teachers and outside staff that may come in time to time always showing respect .Students show empathy by respecting persons misfortune or sadness by showing emotions that they are capable of showing they care that a person is unhappy or sad from a situation that may have happened. Expectations of students are that they follow rules and regulation that they know are in place to help protect them within school, also that they respect each other and they know their limits in doing wrong and except the consequences of their get choice. 1. 3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young peoples behaviour in accordance with the olicies and procedures of the setting. It is important for all staff to communicate with each other to evaluate students progress, emotionally and physically, and set fair boundaries for students who dont get it right. Teachers and all staff work together to ensure fair rules are set to ensure the encyclopedism environment isnt disrupted, minimising loss of quality learning. A ll children have the right to be educated to be treated equally in a classroom. There are set boundaries within a classroom that have to be followed to promote a safe and good learning environment, if these rules are not met there are consequences.Detentions can be set for students, or they could lose their breaks to make up for time lost. Children and young people have boundaries in their home environment which are there for a reason to protect them and keep them safe, the same apply in their learning environment. Outcome-2 2. 1 Promote positive behaviour disport refer to the above 1. 1 2. 2 question ways of establishing good ground rules with children and young people which underpin appropriate behaviour and respect others. grunge rules are important in a learning environment as they help to establish what is expected from the learner in terms of behaviour and vernacular respect for each other, as well as identifying what is considered to be good manners in class. I would encou rage the learners to word the rules in a positive way, for example, do turn up to class on time, rather than in a negative way, as in dont be late to classes. Examples of ground rules would be Respect each member of the class when they are talking, always put your hand up if you want to speak not on the nose shouting out.Ground rules set the boundaries within which the students must work they enable everyone to have an equal opportunity to unravel out their study whilst in the classroom. An pattern way to do this would be to put the class into 2 groups and asking them to demonstrate in a team, and write down things they think a classroom rules should be, then each group should read out their ideas. This enables a neutral ground for discussion large(p) the students a feeling of teamwork and achievement. When reviewing the lists you have to have a fair and balanced view to all points identified, your objective is to do much more than lay down a few rules.In negotiating with the s tudents you give them a sense of worth, this helps you gain their trust. Any rules agreed upon within the group are more likely to be adhered to by the students, if broken, peer pressure will hopefully prevail and the student in question will respond. This is much more constructive than having their Teacher point the finger of authority, which may then lead to a negative response. 2. 3 Demonstrate strategies for promoting positive behaviour fit in to the policies and procedures of the setting.Please refer to 1. 1 Good behaviour rewards 2. 4 Demonstrate realistic, consistent and collateral responses to childrens and young peoples behaviour. (Please refer to 2. 1) 2. 5 Rewards for good behaviour Provide an effective eccentric model for the standards of behaviour expected of children, young people and adults within the setting Being a role model to children and young people is important for you, showing respect to children and young people, colleagues and people you meet on a daily basic is a basis to earn respect back.As a role model showing that you respect their feelings and take into consideration their point of view, shows them you are willing to listen and let them have their say which also shows them you are interested. So often in this society children and young people are told to shut-up or told to go away, so when they come across someone willing to listen the child or young person will come back to you again and again because they feel favorable with you, it also shows them the difference between whats right and whats wrong.Everybody has a voice and have the right to be listened too. Manage inappropriate behaviour 3. 1 Demonstrate strategies for minimising disruption through inappropriate behaviour of children and young people Some strategies used to minimise disruption and inappropriate behaviour are for children and young people to firstly abide by the rules and regulation that are in place within school and within the classroom. Using simple ver bal reprimands when misbehaviour occurs. Making sure that they are to the point (e. g. Stop talking and work on the travail set for you please)Give praise to the entire class as frequently as possible telling them how well they have worked. Students who continually show unacceptable behaviour E. g. Always out of their seat and walking round. talking over the teacher when the teacher is talking. Shouting out Being verbally inappropriate towards another pupil. If there is anything troubling them, sometimes a few minutes out of lesson is enough for them to calm down and they are ready to return to the classroom and do their work On a more serious situation I would take them to their team leader. . 2 Demonstrate strategies for managing inappropriate behaviour fit to the policies and procedures of the setting. Within a classroom when a student isnt doing it right but at the same time is not being disruptive, by using facial expressions to convey to the student that the misbehaviour was not totally overlooked. As a intuitive feeling assistant I would also walk around the room frequently, to avert potential behaviour problems. Students can be put on report, on these reports there is a comment written on the report explaining why they are on it.Every lesson they are in, their behaviour is monitored and at the end of the lesson the teacher signs the report and adds a comment saying how they have worked also giving praise by awarding vivo if they have been exceptionally good. Students stay on this report until their behaviour has improved to the standard of acceptance. If a student is being extremely disruptive, there team leader is emailed by the teacher to come and remove them from lesson. On some occasions depending on the nature of the behaviour a student will be put in what we call the study room.When a student is put in the study room it means they can no longer go to the classroom to do their learning and have to do their work in the study room, they could b e in the study room for as long as a week or depending on their behaviour, sometimes it could be just for a day or for a few days. Phone calls home to parents are often through to let parents know that their child isnt doing it right in school and detentions are set, with the approval of the parents. 3. 3 impart rules and boundaries consistently and fairly, according to the age, needs and abilities of children and young people.Please refer to 1. 3 above 3. 4 Provide support for colleagues to bed with inappropriate behaviour of children and young people As a teaching assistant providing support for colleagues could be various things like in a situation when a student is playing in an inappropriate way, I would help by getting another colleague to deal with the situation. This could be the teacher in the next classroom depending on the urgency of the situation. If the situation was really serious I would go to the first point of contact for help, which again would be the teacher in the next classroom.On occasions when a teacher has had to take a student out of class to talk to them, my role would be to ensure everybody stays on designate and continue working silently until the teacher comes back in. Other support could be taking the student out myself and taking them to the appropriate person to deal with the situation. On witnessing inappropriate behaviour I would along with the teacher fill out an incident form which can be obtained in the department office. 3. 5 Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referredBehaviour that should be referred to others is behaviour that Threatens other students or colleagues. Any student with an offensive weapon Fighting Bullying Inappropriate conversations that could suggest child abuse Signs of neglect Concerns about a childs or young persons home environment Most of the problems listed above would be reported to our child protection officer J enny Clarke who is situated in school. Please refer to unit 334- section 3. 3 Outcome4 4. 1 recognise patterns and triggers, which may lead to inappropriate behavioural responses and take action to pre-empt, divert or diffuse potential sleazy pointsDepression, restlessness, aggression and attention deficit disorder can all contribute to classroom disruption in some form or another whether its lateness, disengagement, impertinence boredom etc. Disengagement is the major reasons for behaviour problems in the classroom. Each learner has a defined attention span and teachers must try to re-engage them as soon as they appear to be disengaged from either the teacher or the rest of the group. Walking around the group, could be an extremely effective re-engagement technique.Using praise rather than focusing on the misbehaving learners, praises the learners near them who behaving more appropriately. It is hoped that the misbehaving students will then model that appropriate behaviour. Recog nising body language can show some signs of disagreement, and must be acted upon straight away, stopping quickly any angry feeling that could erupt between students, by removing the student taking them outside of the classroom to calm down and try resolved the problem by listening and talking to the student. Different types of behaviour Talking or texting on mobile telephone * Talking over * Eating and drinking in class * Out of seat * Brushing hair * Makeup * Passing notes * Shouting * Throwing objects (paper aeroplanes) * Chewing gum * compete with equipment * Swearing * Singing * Crawling on floor * Attacking pupil or teacher All these actions contribute to unacceptable behaviour within the classroom, and as a teaching assistant I have the opportunity to look round and walk round the class, sometimes being the eyes and ears for the teacher when students come along restless.As well as supporting the students, if they take the choice of not doing work and are causing disruption, I will sit with them prompting them to do their work reminding them of the consequences (Detention after school to do the work) which hopefully will prompt them to do their work. Sometimes students who are disruptive work better if I take them outside of the classroom to the learning area where they can get on with their work as there is no-one there for them to cause disruption with. T. A role models they must always express positive body and verbal language and support classroom rules. T.As should be confident and professional so that children in turn become self confident and express positive behaviour. Leading by example they should express encouraging words, be preludeable, understanding and show empathy in order to encourage positive behaviour, also being observant. 4. 2 4. 3 4. 4 4. 5 Use agreed strategies for dealing with intriguing behaviour according to the policies and procedures of the setting. The Education and Inspections Act 2006 brought in new clear-cut legal power s for schools and for those working within them when they are dealing with the behaviour and discipline of pupils.This includes promoting good behaviour and programmes of reward and recognition, as well as dealing effectively with negative behaviour. Equality of opportunity is about providing equality and excellence for all in order to promote the highest standards of learning and achievement. This applies to all members of the school community pupils, staff, governors, parents and community members. Every child matters. Everyone is equally important, equally valued and given equal opportunities. Our school community provides a happy, secure, stimulating learning environment.Everyone is encouraged to work together to develop self-esteem, become successful learners and to reach his or her potential. Through our Positive Behaviour policy we aim to create a calm, safe and happy learning environment. We aim to encourage each child to take responsibility for his/her own behaviour, leadi ng to increasing license and self discipline and to encourage respect for individuals. We hope to create a consistent approach to assertive discipline and behaviour management throughout the school praising acceptable behaviour and enforcing firm boundaries for unacceptable behaviour.We will lead by example in the way that we treat each other and the children in our care. If as adults we behave inappropriately, children would copy us. In order to achieve our aims, as staffs we must make sure all children are aware of appropriate behaviour in all situations, and we must be aware of all childrens behaviour in class and around the school, dealing with every incident appropriately, giving vulgar support to colleagues. We will follow the rules of rewards and sanctions, and be as consistent and fair as possible in the use of rules and sanctions taking into account each childs individual needs, age and ability.We will ensure each child has work appropriate to their level of ability achie vements. Parents will be informed as soon as possible that an incident has occurred and that it has been dealt with, and we will work in partnership with parents in dealing with behavioural issues. It is important as an adult to act as a role model for desired behaviour, treating all adults and children with respect and to deal with all problems calmly. If necessary we will work closely with outside agencies implementing advice and strategies in dealing with a child with behavioural difficulties.To achieve our aims pupils should follow the school rules, co-operate with all school staff and be responsible for their actions. Parents should support the schools rewards and sanctions, and help children understand the rules and the need for them in an ordered society. They should work in partnership with the school to promote high standards of behaviour at all times and ensure their children attend school regularly/punctually and notify the school of reasons for absence. Sanctions includ e 1, Warning 2, Reminder of rules 3, Time away from group 4, Loss of Golden Time , Sent to Deputy transport 6, Head Teacher 7, Parents There are several types of behaviour or discipline problems that should be referred for continued incidents or more serious cases of inappropriate behaviour there are further sanctions. If a child is involved in continual minor incidents such as fiddling or talking out of turn they will have time-out in another class and their parents will be contacted. The same sanction will apply to children who are involved in more serious case such as swearing/verbal abuse towards children or adults, and children damaging property.A child involved in more serious incidents such as stealing, racism, violence, bullying or refusing to comply will be placed on daily progress monitoring and have a cause for concern book. They will be monitored daily by class teacher and weekly by Head/Deputy teacher with a coming upon taking place with the parents and the child bein g kept under review. If there is no improvement in a childs behaviour or for a serious, one-off incident of violence the child will be given fixed term exclusion.If a child has a series of exclusions a Pastoral Support Plan meeting will take place. If there are still no improvements and other children are being put at risk on a daily basis, the child will be permanently excluded from the deferred to others. As a teaching assistant you may feel confident in dealing with inappropriate behaviour, but there are some situations in which you should always refer to others for support. These situations include .When pupils are a danger to themselves or others around them. If you are not comfortable dealing with an unpredictable situation or pupil . If you are dealing with a difficult situation alone. .When you are not in control of a situation because pupils are not carrying out your instructions. On occasions it may be enough just to have support from another adult within the school, such as another teaching assistant or class teacher. Though if needed there is a wider range of support offered within the school and outside of the school. Additional support within the school setting includes The SENCO/BECO for first point of contact for behaviour support. .Senior management team Head teacher or Deputy Head. .Other class teachers. Additional support outside of the school setting includes .Behaviour Unit will offer support for dealing with pupils who have Behaviour problems, and may come into school to work with these children. .Educational Psychologist visit all schools to support children and the Adults who work with them regularly. They are involved in the assessment of children, and offer help and advice. .Rewards includeVivos protagonist of the week Attendance awards (Certificate) Postcards home Telephone calls home Achievement certificates Parent/teacher consultations positive comments and report on pit sheet recognising good behaviour and attitude to schoo l. Rewarding children for their good behaviour is important in maintaining their motivation and sense of self worth. Rewarding children for positive behaviour will help develop their social and emotional skills. The schools behavioural policies and procedures help to support children and young people.By consistently responding to and dealing with inappropriate and challenging behaviour, and applying clear and consistent boundaries, children feel safe and supported. This will encourage quality relationships with adults, leading to a positive impact on their behaviour. Children will also be able to engage in decision-making and develop appropriate independent positive behaviour, allowing them to develop self-confidence. It is important that all staff consistently and fairly apply boundaries and rules for children and young peoples behaviour in accordance with the policies and procedures of the school.Children need to have boundaries that they can understand and which are regularly rei nforced by adults. Children are more likely to respond positively to school rules and boundaries if all members of the school including teachers, support staff and parents are using the same principles and strategies when managing behaviour. If it is not clear to children how they are expected to behave or if adults give them conflicting messages, children will become confused and upset, and find it hard to know how to behave next time.All children will test boundaries for behaviour if they are met with the same response each time they will be less likely to repeat it. Children need to understand the boundaries and what is expected of them, as well as being aware of the rewards and sanctions, whoever is speaking to them about their behaviour. It is important that support staffs are given status within the school so that they are respected in the same way as teaching staff. Rules and rewards should always be appropriate to the age or ability of the child, and language used should mak e the expectations of the adult clear.It is important to respond appropriately and within school policies and procedures when dealing with challenging or inappropriate behaviour. The more you observe childrens behaviour and get to know them, you will become aware and be able to recognise triggers which may lead to inappropriate behaviour. This knowledge of pupils will help when managing behaviour as you will know what responses work and what do not work for an individual child. Written records of identified triggers should be kept, allowing others to be kept informed.These records will enable staff to refer to individual childrens behaviour plans and triggers, allowing staff to work towards avoiding triggers for pupils so that these situations could be avoided if possible. There are many reasons why children behave in an inappropriate way, and it is important to be aware of other factors that could affect their behaviour. If there are no signs of progress with an individuals behavio ur, children may undergo an assessment and a behaviour plan will be put in place.Teaching assistants will work alongside teachers and other professionals to provide additional support identified within the plan. When dealing with challenging behaviour it is essential to assess and manage risks to your own and others safety. The schools health and safety policy and risk assessment procedures should always be followed, these policies should also give guidelines for the use of restraint. Young children are not always aware of dangerous situations or risks, so when speaking to them about their behaviour we should always point out the consequences involved.If a child is becoming distressed within a situation, it may be necessary to remove them or speak to them. It should be possible to speak to a child you are supporting, and discuss with them any situations they find difficult to manage. It may be necessary to discuss individual childrens behaviour with the schools SENCO, and if necessa ry involve outside professionals to assist in strategies for dealing with challenging behaviour. It will be necessary at times to contribute to reviews of behaviour policies and the authority of rewards and sanctions.Opportunities to discuss attendance, bullying and behaviour and the effectiveness of school policy reviews will be reviewed by all staff. Any children that have specific behavioural difficulties should have their behaviour reviewed on a regular basis. They should have the opportunity to discuss and think about what they do and how their behaviour impacts on others. To be able to be involved in a review of a pupil, it is essential that the pupil is comfortable working with you and that you know them well.If I was involved in a review with a pupil I would remain sensitive in my approach to them and the questions I use. I would encourage the pupil to think about what they have done and the impact their behaviour has had on their learning and achievement, and the consequen ces of their actions for others. A review will involve other members of staff and at times the childs parents will be present. As well as reviewing the behaviour of the pupil, new targets can also be developed and all outcomes considered. Outcome5 Contribute to reviews of behaviour and behaviour policies . 1 Behaviour strategies are in place to manage behaviour. The effectiveness of behaviour management strategies should be reviewed on a regular basis, giving opportunities to discuss and make recommendations regarding behaviour (including bullying) and the effectiveness of rewards and sanctions. Forms of behaviour management that work for one child will not always work for another. Class teachers, teaching assistants and other staff should work together to evaluate the strategies that are used within the school.By monitoring and enter the effectiveness of strategies, these records can be used to evaluate the strategies against the outcomes. Being the eyes and ears working as a supp ort teacher gives us the advantage to find oneself things like bulling, harassment and other inappropriate behaviour within the classroom. Acting immediately on any of these situations is essential for the well-being of all children and young people. 5. 2 Demonstrate ways of supporting children and young people with behavioural difficulties to identify and agree behaviour targets.Children and young people need to abide by the policies, procedures, and rules of regulations within the setting to ensure their full potential as students is gained in their education, behaviour strategies are set in place to provide this. Ways of supporting children and young people are firstly by listening, giving them a chance to voice their views, giving them the respect that you would expect back as an adult, also allow them know its their own responsibility to realise that it is their choice to misbehave. Reminding children and young people of the expected pattern of behaviour in the school setting and the consequences. good-looking students behaviour targets depending on the serenity of their behaviour would be reviewed on a daily basis giving them a set target which could be the student being put on a daily report where they have to have it signed by the teacher after every lesson, written on these reports would be the reason they have been put on it. The teacher would sign the report and put on a comment saying if the student had reached their target of behaviour in that particular lesson. The student would be kept on a daily report until their behaviour has improved, this could last for a week or more.It is therefore the students responsibility to abide by the agreement made by the appropriate person and by themselves to improve their behaviour. 5. 3 Demonstrate own knowledge of promoting positive behaviour to contribute to reviews of behaviour policies, including bullying, attendance and the effectiveness of rewards and sanctions. In my role as a teaching assistant when inappropriate behaviour is happening within a lesson I. e. verbal abuse, bullying, demonstrating disruptive behaviour, continuous talking ,coming to the lesson late all add to the teacher being unable to carry on with the lesson.Sometimes inappropriate behaviour is hiding learning difficulties when a student misbehaves its their way of hiding their learning difficulties. On occasions like this I would take the student out of lesson and talk to them to try and find out the problem, calm them down by having a sympathetic ear and reminding the student that every child has the right to learn and that they were responsible for stopping that happening by disrupting the lesson and hopefully return them to the class room so they arent lose their own education.If it were the case they found the work task to difficult I would sit with them and simplify the task, as some words in the vocabulary are difficult to understand and simplifying the word can help them along and I would encourage them to complete the task set. I have done this on occasions and it does work. magnanimous them praise for doing the right thing making the student feel good about themselves promoting self- belief. Also praising them to the teacher about how well they have done leading to a praise phone call home, postcard sent home, and giving vivo rewards.Promoting good behaviour can also be done by recording good behaviour on the sims network where other teachers around school can read saying how well the student has done in that particular lesson. All these things promote good behaviour giving pupils encouragement and making them feel self worth. On a more serious challenge, bullying I would remove the student from the class and take them to the appropriate person to deal with the matter which in the first instance would be their team leader. Attendance would also be managed by the team leader of the student.If I had concerns about a students attendance I would report it to the appropriate person who would make a phone call home to see why their attendance was poor. 5. 4 Provide clear and consistent feedback on the effectiveness of behaviour management strategies to inform policy review and development. The Education and inspections Act 2006 brought in new clear cut legal powers for schools and for those working within them, when they are dealing with the behaviour and discipline of pupils. This includes promoting good behaviour and programmes of reward and recognition, as well as dealing effectively with negative behaviour.Keeping students engaged it is property them motivated. Good communication between teacher and student means that group work flows well as instructions are well followed and easily understood. Giving feedback to teachers and other colleagues is effective in behaviour management as it promotes positive behaviour management when praise encouragement and a sense of self belief is given to student who find work tasks difficult, causing bad behaviour. Giving rewards for the smallest achievement is a good development strategy and makes the students feel good about themselves.

Campaign Objectives

The petty(a) objective of this campaign is to raise funds to go on research into the endeavour of merchantmancer in young children. The campaign lead call for donations to fund research grants, facilitate research hospitals, and fund cancer programs to helper in conquering this disease. The donations will be the main source of funding for these programs and will be distributed harmonisely to the appropriate destinations to ensure that nothing is squandered and that the cause will move forward.Tertiary Objective The tertiary objective of this campaign is to move the government of Canada o aid those who ar suffering from childrens brain cancer and to conduct the research of childrens brain cancer as strongly as it does other cancers. Brain cancer is one of the r atomic number 18st and approximately deadly forms of cancer, yet it does not acquire hardly as much support as it should from the government, which funds research to other, more common forms of cancer.Conclusion Sing ling out the target audience and giving them a cognitive content that they cannot ignore, as sanitary as educating the general population as well can achieve these objectives. This campaign is about raising aw areness and generating action, both of which will help to besides push the movement to discover what causes brain cancer in young children and to eradicate it once and for all, for all generations. Primary Target institute mince The primary audience that this campaign will look to grant is males and females aged 25+ who have been affected by childrens brain cancer, either at heart their own family or someone that they k straight off.This is the age group that is beginning to take notice of important issues that are taking place presently, and are able to actively participate in helping certain causes that are close to them. People in this age group are also either know of state who are starting a family, beginning families of their own, or already have a family (child ren, nephews, etc. ). This will be a strong motivating gene for them to actively participate in this campaign.The primary target contains both males and females, as this message is for everyone to hear and participate. This target have part time jobs and are able to contribute monetarily if they feel obligated too, but they also love to share things with other people in their social media circles. This will be important to further expand the message of the campaign. This target audience is in contact with various forms of advertising every day and is kept up to date by diametric forms of social media as to what people in their social circles are talking about.This is an important vehicle for information to be shared and the best way to reach this demographic. on that point is no distinction between race, gender, sexual orientation, religion, or culture. This is an issue that does not see any of these things and neither will the campaign to end it. There is such a diverse populati on in Canada that everyone in some way is affected and everyone can make a difference. Primary Demographic graph Characteristics Minimal Data Additional Data Age 25 + 70. % of Canadas total population Gender Male Education High School College university This target has realized high school and received at least one form of post secondary education or are currently enrolled Religion non-homogeneous Race Principal Language Spoken English French Non-official Languages 59. 7% English 27. 6% French 12. 7% other Coco patio n Student Employed Retired The majority of this target group has graduated from high school and a post secondary institution and are either currently employed in their chosen field f study, or have retired from that field.Individual Income $0-$10,000 $1 0,oho + $0-10,000 Student clearing part-time $10,000 -F Full and part-time workers Marital experimental condition Single Married Living With Partner Common-Law Divorced/Separated Household case With Children Without Children Nuclear Family Single Parents 9,389,700 The total number of families in Canada Type of family line unit Home Apartment/Condo Residence (Dorm) Home Ownership Own Rent Monthly Rent Payments Monthly Mortgage Payments Home Location Nationwide Large Urban Centers Us burs Rural Areas Principal Shopper self Family MemberAudience As A Consumer Primary Audience Who They deprave items for themselves as well as for their loved ones, family members, children, etc. What They purchase lifes necessities viands, water, clothing etc. For themselves or for the people they live with. They purchase luxury items online, download movies and music wirelessly, and watch most of their television online They are aware of which brands are popular and make conscious decisions to purchase those brands They purchase items that are directly related to a cause that they are passionate about or that they feel need their support WhereThey buy their clothing either online or in specialty malls or outlets. They buy their food from various different grocery stores depending on their personal or household incomes They purchase other things they need for their homes at specific retailers specializing in those needs When They buy the necessities such as food when they deem it necessary (once a week, once every two weeks, etc) . They purchase expensive items when they can afford it They buy things according to specific holidays or events birthdays, anniversaries, Christmas, etc.They make purchase from home online when hey can relax and not feel rushed, or when they have the time to physically go someplace and buy, Why Some purchases are basic and are required for living Purchases are made on instinct when they are in need of a positive feeling or when they feel they deserve to splurge They purchase items where portions go to a cause they are sympathetic towards or believe can help make a difference. They purchase items to celebrate special occasions. How Debit and credit are the most com mon Cash is used when it is a small item or when they had the time to go to the bank and withdraw the necessary amount.Chirographys Activities They are involved in social media They watch popular television shows and movies They work hard at their jobs They enjoy various leisure activities They enjoy spending time with loved ones They enjoy reading about the latest world intelligence service They ensure to spend time with their children They are health conscious Caring for a child with brain cancer Researching brain cancer and treatments Interests If they have them, their children variation Social Media Technologically savvy High brand recognition Image conscious Their childrens extracurricular activities Enjoys positive recognition Enjoys high priced commoditiesBeing part of a community of interests World events Medical developments in the field of brain cancer Opinions Children are the future of the country Children should be nurtured and allowed to grow up to be healthy, norma l adults health Care should be more expansive Things are getting more and more expensive It is hard to make a good living now Cancer is a terrible issue and needs to be studied intensely Cancer in children is devastating Secondary Target Audience The secondary target audience that this campaign will reach is Canadians aged 25 + years of age who have never had any experience with childrens rain cancer.These are people who have already established families and are in a position to assist in seeking an end to childrens brain cancer. These Canadians may not have necessarily had any experience with childrens brain cancer, but they know someone who has been affected by some form of cancer in their lifetime. They are aware of the devastation cancer can cause and have strong opinions and feelings about it. This target group is also composed of males and females (50/50), and aims to bring awareness and a call to action for those who do not have a personal experience with childrens brain can cer.

Merchant of Venice Spot Analysis Essay

Although the plays title leads readers to believe its contents to surround Antonio, rather the play surrounds a hated and despised Shylock the Jew. However, as Shakespe be so often does, several scenes are placed almost haphazardly within the conflict and turmoil mental synthesis amongst the main characters. Often readers question the scenes appropriateness and necessity to the plays progression, and struggle to create connections to the plays main conflict and following resolution. The inclose scenes regarding the betrothal of the beautiful Portia in The Merchant of Venice play the role of the sources of confusion.Although the game of caskets seemly represents Shakespeares dynamics on love and marriage, the game is really a lesson in human morality, judgment, and tribulations. The lesson learned through Portias three suitors is invaluable to the play as well as human life. Shakespeares ability to own and understand the true nature of man is seen throughout the works of his caree r, and The Merchant of Venice is in essence a depiction of men judging one other superficially. The three caskets present three versions of common human rationales.As each suitor presents himself for the game, the audience is led through his thought process and ultimate decision. The firstly suitor, Morocco, refuses the casket of lead and claims a gold mind stoops non to shows of dross. / Ill then neither give nor hazard anything for lead (2. 7. 20-21). Morocco will not risk anything for the mere hopes of gaining notwithstanding as valuable as lead. Morocco, so far, is immensely materialistic. He next contemplates the silver casket. Morocco weighs his value with an even hand and decides his worth by thy estimation / dost merit enough (2. 7. 5, 26-27).Moroccos own self-affirmation does not allow him to stoop to choose silver. Instead, he moves to the golden casket thus furthering his obvious greedy and materialistic nature. Ist like that lead contains her? Twere damnation / to think so base a thought. It is too gross / to rib her cerecloth in the obscure grave (2. 7. 49-51). Obviously unbeknown(predicate) to Morocco, lead is the metal of choice in burial, and the irony only better proves this suitor unfit. Likewise Morocco did not view silver as more curious than gold, and refuses to settle for anything second best.His vanity and greed leave him cold indeed, and labor lost as he unwisely chooses the golden casket, and a lesson in humility and Christian grace is spent (2. 7. 74). The lessons continue with the second suitor, Aragon. He quickly passes the leaden casket and moves to dismiss any affinity toward the golden casket. I will not choose what many men desire, / Because I will not jump with common spirits / And rand me with the barbarous multitudes (2. 9. 30-32). Wisely, Aragon knows not to simply trust the facts beheld by the eyes.He deciphers the riddle as addressing a throng of fools blinded by beauty and oblivious of anything else. However, Ara gon has just all but ignored the lead casket, yet he knows Portia shall look fairer if he give or hazard (2. 9. 21). Aragon knows a risk begets a better reward, but he does not choose this uncertainty. However, he ascertains his own retract without doubt. The silver casket should let none presume / to wear an undeserved dignity and Aragon believes men should only receive what is deserved (2. 9. 38-39).He questions the validity of an idealistic introduction of rightful desert. He wonders who shall go about / to cheat fortune, and be honourable / without the stamp of merit (2. 9. 36-37). Aragons idealism does not consider the true nature of mankind. His modestness is absurdly naive, and this foolishness is all he keeps upon his departure. Bassanio, the final and probably least sincere suitor, also considers each casket before his decision. Bassanio is well aware how implike and deceitful mankind behaves.He knows the outward shows appearances be least themselves (3. . 73). Now the reader knows outward beauties will not fool Bassanio. How many cowards whose hearts are all as false / as stairs of sand, wear yet upon their chins / the beards of Hercules and fwoning mars, / who, inward searched, have lives white as milk (3. 2. 83-86) Bassanio asks himself in debate. The readers know Bassanio has spent his fortunes aliment an extravagant life. Assumedly, Bassanio encountered a vast variety of people in his travels and adventures, and through these experiences, he has discovered the triviality of appearances.Bassanio knows beauty is often an elaborate mask the seeming truth in cunning times puts on / to entrap the wisest (3. 2. 100-101). Bassanio eliminate his doubt and chooses the lead casket, thus ending the game and winning Portias hand. Bassanios experience of men and their sinfully corrupt hearts leads him to wisely solve the riddle and win the desired prize. However, Bassanio is not meant to serve as the moral winner in this game. Instead, Bassanio provides life toward Aragons foolishness.Bassanio is the man who undeservedly gains power and advancement. Shakespeare places these scenes within a play full of the corrupt, yet he is able to humanize and evoke sympathy for these men. Shakespeare utilizes these scenes to communicate to the audience that human nature is not black and white, good or bad, right or wrong. The bad can feel the good and be in and of itself good likewise the good often know the bad and choose the evil in the face of personal gain.

Ownership and Sense of Self Essay

Ownership finish be viewed in many different ways. roughly conceive of getership as a bad thing, while others think of it as a practiced thing. Before somebody can establish their beliefs on what is good and bad, the true meaning of what they are universe ased must be understood. This controversial question of whether ownership is positive or negative brings up a much much important question, What does it mean to own something?. Ownership is defined as to have ownership of something. I believe ownership and virtuoso of self are integrated together. I think they go hand in hand with each other merely because one can own more than just a somatic object, but as rise as ideas, thoughts, adroitnesss, and knowledge.Just as the famed twentieth-century philosopher, Jean-Paul Sarte, I too believe that ownership extends much farther than genuine objects, but to intangible things as well. Such intangible things include, thoughts and ideas. Only you can think of an original idea or thought. Nobody can put it into your head. No one can hear your thoughts besides yourself, which make them yours. This instinct of ownership extends physical objects, and involves self ownership. Ones self ownership also gives a sense of identity. The thoughts and ideas one owns, defines them and is their sense of self. Not wholly does the ownership of thoughts and ideas provide one with a sense of their self, but as well as skills or knowledge one may obtain. Sarte believed that when one becomes proficient in a skill or knows something thoroughly, it means that they own that skill or knowledge. An experience I have faced that friends me to behave and believe in this idea, is when I joined the volleyball team at my high school. I worn out(p) the entire summer practicing volleyball at open gym, improving my skills and preparing for tryouts that were soon to come. When tryouts finally arrived I was no longer nervous and I trusted myself to do well. This was because I had become m uch more cozy about the sport and I owned the level of skill I had worked for and needed to make it onto the team. I realized that I was no longer trying to become a volleyball player, but I was one. The skill I have to play volleyball often defines me, whether someone is asking about myself or sees me in uniform. The skills and knowledge you obtain become your identity, and this is another example of how the relationship mingled withownership and sense of self are so intertwined.I believe ownership of tangible items also determines ones sense of self. Some argue that ownership of tangible items are bad, while others believe they are good. Whether someone views it as being good or bad, it is still true. In todays society, image is everything. accessible classes are based on how much you own and identity is based on image. I wear upont completely agree with the argument made by Plato, stating that owning objects is detrimental to a persons character, because at the end of the day objects can be taken away. I think that owning objects can only become detrimental to a persons character if one becomes more interested in what others think and try to keep up an image more than their own personal character. I think people can get caught up in an image and become materialistic and selfish, this exposes what type of person one is, providing insight to ones sense of self.On the other hand, owning tangible objects could also swear out to develop moral character, as Aristotle had said. I immediately supported this idea as I looked toss off and saw the bracelet I wear on my right wrist everyday. This bracelet is called a kara. I have owned a kara all of my life, and it serves a religious purpose to identify myself as a Sikh. This tangible object has helped me as a constant reminder for my morals, discipline, and religious faith. It is the tangible objects like my kara that help to develop moral character. My kara is an identification piece that shows everyone what re ligion I follow, which displays how tangible items identify ourselves.The relationship between ownership and sense of self is a very close one. I believe that both the tangible and intangible things in life define ourselves. I feel that people go to things such as tangible objects and intangible things such as thoughts, ideas, skills, and knowledge to not only identify themselves, but own themselves and their identities.

Cannibalization

Cannibalization date Your choice of line extension (Allround +) which of the line extensions do you think will have the least layer of cannibalization and why? We chose the 12-hour multi-symptom capsule be begin it will have the least amount of cannibalization because our product right now tho works for 4 hours. We will put on a bare-ass market of customers and it wont meet our market with our Allround product. The capsules are also different because they are easier to carry around so that will reach different customers.The degree to which you believe the sales of your choice of line extension will come from your new core product (Allround). We believe that our new product, Allround +, wont take much of the sales receipts from our current product Allround. The products tend to customers in different markets and customers looking for different things in their OTC medicines. We do, however, believe that Allround will help Allround + get sales because of how well known the Allr ound brand is and how respectable our company is.What options do you have to minimize the degree of cannibalization of the line extension? We could try to position them on the shelf in different areas so that customers dont have to choose between the two products. We could position the new Allround + next to the Extra brand because then it would be in tilt with that brand instead of competition with our Allround. This would also be good because in our marketing plan we discussed that our biggest competitor is Ethik so that would go in line with competing with them.We could also market to different kinds of customers. With the Allround + product, we could market to more active people that are pop all day that need the 12 hours of help and with Allround we could just market to parents of children who are at home office all day where it doesnt matter if you took several doses a day. Another option would be to wangle the Allround + product a little more expensive because it lasts so much longer and is more efficient. This would cause there to be two different types of customers who are buying the different products.

Holden Account Management

efox tarradiddle curriculum Account ANZ Operations and engineering science Pvt Ltd Total WSP Revenue $40,000 Total CDSP Revenue $0 gross sales Professional Amit D Bhattacharya 29/11/2010 rascal 1 of 12 efox by Holden world(prenominal) www. holdenintl. com efox Account Plan merged Goals & Initiatives Corporate Goals undefined Corporate Initiatives undefined 29/11/2010 ANZ Operations and applied science Pvt Ltd Page 2 of 12 efox by Holden International www. holdenintl. com efox taking Sales PlanAccount ANZ Operations and engineering Pvt Ltd fortune NPLC Bangalore-Mumbai time value $40,000 Close Date May 11 2010 Sales Professional Amit D Bhattacharya Sales prognostication Opportunity is closed 29/11/2010 Page 3 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Discovery Expanded Opportunity Analysis Solid Emerging Weak Non-existent fantabulous Good At parity Marginal Bad Disadvantaged Tentative Disconnected Severely at Risk Strong Growing At Ris k Nov 29 2010 DominantSecure rate expound vexation Quality Competitive Strength political Alignment Summary Can We Add Value? Value Premise Client Involvement in Value Discovery Business Impact -11 0 Driving Mechanism Measur note leader -3 -4 -3 0 -3 0 -15 -4 Should We Pursue? Business Quality Geography/Resourceable musical accompaniment Risk Assessment Future Value to Us 0 0 0 Time shake off Client Competence Profit susceptibility to Us 0 Can We Compete? Competitive Strength consequence Compatibility Client History philosophical Alignment 0 0Competitors Solution Compatibility Competitors Client History -4 -3 -4 -27 -4 -3 -56 Competitors Philosophical Alignment -4 Are We form _or_ system of government-makingly Aligned To Win? Political Alignment Decision-Making Process Leverage Political Leverage Appropriate Executive Sponsorship Established Momentum -4 -4 -4 0 Competitors Decision Process Leverage -4 Competitors Political Leverage Competitors Approp. Exec. Sponsorship -4 Competitors Established Momentum Total Score 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-MumbaiPage 4 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Establish Value Value Statements Sharath S, Lead Technology, O We evoke provide the ethernet link as needed by you to reduce the strangulation and proper running of the applications as the period bandwidth is choked. Critical Business Issues Traffic is very high on the existing link which leads to choking Area of Improvement Upgrading of the bandwidth cappower in the existing link Business Impact CredibilityNeed to release the choking and Track record of having provided the IT applications will run more similar links to Sonata Software, smoothly IBM etc Value Proposition Beginning April 28th 2010 as a import of the new link from TTSL, ANZ Operations and Technology Pvt Ltd will be able to effectively increase the bandwidth on the existing link resulting in effective removal of the choking for proper running of the IT applications with the economic retribution of increased productivity of employees.We will document our delivered value by **. 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 5 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Competitive schema Differentiation Analysis Our Strategy Competitor Strategy for Strategy Coaching Prompt 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 6 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Political Support Support Base Map MV VM RP SS VBRP Ravi Pangal, Head Transitions, E Agenda division VM Viswas M, Head IT strategic Sourcing and asset Management, M Agenda character VB Vaidyanathan B, Manager Facilities, O Agenda plowshare MV Mahendran V, Head IT Infrastructure, M Agenda Contribution SS Sharath S, Lead Technology, O Agenda Contribution 29/11/2010 ANZ Operations and Technology Pv t Ltd NPLC Bangalore-Mumbai Page 7 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Ravi Pangal, Head Transitions, E Agenda Contribution make Evaluator 2 3 4 5 6 7 8 9 10 Ravi Pangal has exerted influence outside of his or her organisational potential Ravi Pangal has knowledge of his or her partnerships mission and credit line goals, as evidenced in his or her functional to instantly or in in a flash advance them Ravi Pangal is an effective risk taker, in terms of his or her ability to assess and lot risk Ravi Pangal demonstrates integrity, in terms of not being willing to compromise his or her bon ton or individuals within the Power Base to advance his or her own aspirations Ravi Pangal is a slap-up listener Ravi Pangal mint appropriately and successfully work in excommunication to ac go with policy Ravi Pangal influences definitive decisions before they are formally made Ravi Pangal has a close blood with others who possess expertise that he or she personally does not have, but that hatful be main(prenominal) Ravi Pangal is not arrogant near his or her knowledge or accomplishments as evidenced by his or her willingness to have others receive the credit rating for accomplishments Ravi Pangal is diplomatic in how he or she operates, as evidenced by rarely taking peck on in a confrontational appearance 1-Most Likely True 0-Dont Know -1-Doubt this is true -2 -2 -2 -2 -2 -2 -2 -2 -2 -2 2-Confident this is true -2-Confident this is not true disturb Evaluator 1 2 3 4 5 6 7 8 9 10 My discussions with Ravi Pangal converge upon potential opportunities beyond the on-line(prenominal) business fortune Ravi Pangal utilizes e or my company as a nontraditional imagination by dint of which value basin be derived Ravi Pangal makes an elbow grease to assist me in cost-justifying the value that we tail assembly apply Ravi Pangal introduces or references me to influential peck in the account Ravi Pangal has a give notice scheme for establishing us as the preferred supplier Ravi Pangal utilizes his or her indispensable contacts to provide me with business insights and festering of a privileged nature Ravi Pangal openly discusses his or her companys plans, projects, and force-out with me Ravi Pangal can vocalize my personal or companys long-term strategy for create a human consanguinity with his or her company and how the watercourse hazard contributes to its advancement Ravi Pangal takes the initiative in assisting me in the current business cultivation chance I feel my relationship with Ravi Pangal transcends the business development opportunity at fall in 2-Almost eternally 1-Often 0-Sometimes -1-Rarely -2-Almost Never -2 -2 -2 -2 -2 -2 -2 -2 -2 -2 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 8 of 12 efox by Holden International www. oldenintl. com efox Winning Sales Plan Viswas M, Head IT strategic Sourcing and asset Management, M Agenda Contri bution Fox Evaluator 1 2 3 4 5 6 7 8 9 10 Viswas M has exerted influence outside of his or her organizational authority Viswas M has knowledge of his or her companys mission and business goals, as evidenced in his or her working to directly or indirectly advance them Viswas M is an effective risk taker, in terms of his or her ability to assess and reign risk Viswas M demonstrates integrity, in terms of not being willing to compromise his or her company or individuals within the Power Base to advance his or her own aspirationsViswas M is a exhaustively listener Viswas M can appropriately and successfully work in riddance to company policy Viswas M influences outstanding decisions before they are formally made Viswas M has a close relationship with others who possess expertise that he or she personally does not have, but that can be important Viswas M is not arrogant about his or her knowledge or accomplishments as evidenced by his or her willingness to have others receive the cre dit for accomplishments Viswas M is diplomatic in how he or she operates, as evidenced by rarely taking people on in a confrontational look 1-Most Likely True 0-Dont Know -1-Doubt this is true -2 -2 -2 -2 -2 -2 -2 -2 -2 -2 2-Confident this is true -2-Confident this is not true Contact Evaluator 2 3 4 5 6 7 8 9 10 My discussions with Viswas M touch upon potential opportunities beyond the current business opportunity Viswas M utilizes me or my company as a nontraditional resource through which value can be derived Viswas M makes an effort to assist me in cost-justifying the value that we can contribute Viswas M introduces or references me to influential people in the account Viswas M has a clear strategy for establishing us as the preferred supplier Viswas M utilizes his or her internal contacts to provide me with business insights and information of a privileged nature Viswas M openly discusses his or her companys plans, projects, and military force with me Viswas M can articulate my personal or companys long-term strategy for building a relationship with his or her company and how the current opportunity contributes to its advancement Viswas M takes the initiative in assisting me in the current business development opportunity I feel my relationship with Viswas M transcends the business development opportunity at hand 2-Almost ever 1-Often 0-Sometimes -1-Rarely -2-Almost Never -2 -2 -2 -2 -2 -2 -2 -2 -2 -2 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 9 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Vaidyanathan B, Manager Facilities, O Agenda Contribution Fox Evaluator 2 3 4 5 6 7 8 9 10 Vaidyanathan B has exerted influence outside of his or her organizational authority Vaidyanathan B has knowledge of his or her companys mission and business goals, as evidenced in his or her working to directly or indirectly advance them Vaidyanathan B is an effective risk taker, in terms of his or her ability to assess and manage risk Vaidyanathan B demonstrates integrity, in terms of not being willing to compromise his or her company or individuals within the Power Base to advance his or her own aspirations Vaidyanathan B is a great listener Vaidyanathan B can appropriately and successfully work in exception to company policy Vaidyanathan B influences important decisions before they are formally made Vaidyanathan B has a close relationship with others who possess expertise that he or she personally does not have, but that can be important Vaidyanathan B is not arrogant about his or her knowledge or accomplishments as evidenced by his or her willingness to have others receive the credit for accomplishments Vaidyanathan B is diplomatic in how he or she operates, as evidenced by rarely taking people on in a confrontational manner 1-Most Likely True 0-Dont Know -1-Doubt this is true -1 0 0 -1 1 0 1 0 -2 0 2-Confident this is true -2-Confident this is not true Contact Evaluator 2 3 4 5 6 7 8 9 10 My discussions with Vaidyanathan B touch upon potential opportunities beyond the current business opportunity Vaidyanathan B utilizes me or my company as a nontraditional resource through which value can be derived Vaidyanathan B makes an effort to assist me in cost-justifying the value that we can contribute Vaidyanathan B introduces or references me to influential people in the account Vaidyanathan B has a clear strategy for establishing us as the preferred supplier Vaidyanathan B utilizes his or her internal contacts to provide me with business insights and information of a privileged nature Vaidyanathan B openly discusses his or her companys plans, projects, and personnel with me Vaidyanathan B can articulate my personal or companys long-term strategy for building a relationship with his or her company and how the current opportunity contributes to its advancement Vaidyanathan B takes the initiative in assisting me in the current business development opportunity I feel my relationship with Vaidyanathan B transcends the business development opportunity at hand 2-Almost Always 1-Often 0-Sometimes -1-Rarely -2-Almost Never 0 -1 0 0 1 -2 -1 0 -1 -1 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 10 of 12 efox by Holden International www. holdenintl. com efox Winning Sales Plan Mahendran V, Head IT Infrastructure, M Agenda Contribution Fox Evaluator 1 2 3 4 5 6 7 8 9 10 Mahendran V has exerted influence outside of his or her organizational authority Mahendran V has knowledge of his or her companys ission and business goals, as evidenced in his or her working to directly or indirectly advance them Mahendran V is an effective risk taker, in terms of his or her ability to assess and manage risk Mahendran V demonstrates integrity, in terms of not being willing to compromise his or her company or individuals within the Power Base to advance his or her own aspirations Mahendran V is a good listener Mahendran V can appropriately and successfully work in exception to company policy Mahendran V influences important decisions before they are formally made Mahendran V has a close relationship with others who possess expertise that he or she personally does not have, but that can be important Mahendran V is not arrogant about his or her knowledge or accomplishments as evidenced by his or her willingness to have others receive the credit for accomplishments Mahendran V is diplomatic in how he or she operates, as evidenced by rarely taking people on in a confrontational manner 1-Most Likely True 0-Dont Know -1-Doubt this is true -2 -2 -2 -2 -2 -2 -2 -2 -2 -2 2-Confident this is true -2-Confident this is not true Contact Evaluator 2 3 4 5 6 7 8 9 10 My discussions with Mahendran V touch upon potential opportunities beyond the current business opportunity Mahendran V utilizes me or my company as a nontraditional resource through which value can be derived Mahendran V makes an effort to assist me in cost-justifying the value that we can contribute Mahendran V introduces or references me to influential people in the account Mahendran V has a clear strategy for establishing us as the preferred supplier Mahendran V utilizes his or her internal contacts to provide me with business insights and information of a privileged nature Mahendran V openly discusses his or her companys plans, projects, and personnel with me Mahendran V can articulate my personal or companys long-term strategy for building a relationship with his or her company and how the current opportunity contributes to its advancement Mahendran V takes the initiative in assisting me in the current business development opportunity I feel my relationship with Mahendran V transcends the business development opportunity at hand 2-Almost Always 1-Often 0-Sometimes -1-Rarely -2-Almost Never -2 -2 -2 -2 -2 -2 -2 -2 -2 -2 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 11 of 12 efox by Holden International www. holdenint l. com efox Winning Sales Plan Sharath S, Lead Technology, O Agenda Contribution Fox Evaluator 2 3 4 5 6 7 8 9 10 Sharath S has exerted influence outside of his or her organizational authority Sharath S has knowledge of his or her companys mission and business goals, as evidenced in his or her working to directly or indirectly advance them Sharath S is an effective risk taker, in terms of his or her ability to assess and manage risk Sharath S demonstrates integrity, in terms of not being willing to compromise his or her company or individuals within the Power Base to advance his or her own aspirations Sharath S is a good listener Sharath S can appropriately and successfully work in exception to company policy Sharath S influences important decisions before they are formally made Sharath S has a close relationship with others who possess expertise that he or she personally does not have, but that can be important Sharath S is not arrogant about his or her knowledge or accomplishment s as evidenced by his or her willingness to have others receive the credit for accomplishments Sharath S is diplomatic in how he or she operates, as evidenced by rarely taking people on in a confrontational manner 1-Most Likely True 0-Dont Know -1-Doubt this is true -2 0 -1 0 1 -2 1 1 -2 1 2-Confident this is true -2-Confident this is not true Contact Evaluator 2 3 4 5 6 7 8 9 10 My discussions with Sharath S touch upon potential opportunities beyond the current business opportunity Sharath S utilizes me or my company as a nontraditional resource through which value can be derived Sharath S makes an effort to assist me in cost-justifying the value that we can contribute Sharath S introduces or references me to influential people in the account Sharath S has a clear strategy for establishing us as the preferred supplier Sharath S utilizes his or her internal contacts to provide me with business insights and information of a privileged nature Sharath S openly discusses his or her comp anys plans, projects, and personnel with me Sharath S can articulate my personal or companys long-term strategy for building a relationship with his or her company and how the current opportunity contributes to its advancement Sharath S takes the initiative in assisting me in the current business development opportunity I feel my relationship with Sharath S transcends the business development opportunity at hand 2-Almost Always 1-Often 0-Sometimes -1-Rarely -2-Almost Never -2 -2 -2 -1 -2 -2 -2 -2 0 0 29/11/2010 ANZ Operations and Technology Pvt Ltd NPLC Bangalore-Mumbai Page 12 of 12 efox by Holden International www. holdenintl. com