Marketing Strategy College Essay Example | Topics and Well Written Essays - 1250 words

Marketing Strategy College - Essay Example These products will be marketed with unique capabilities and innovative designs that would differentiate it from its competitors. The products would be positioned as a highly differentiated product that adds value to the customers. The high-technology market is very much competitive with existing rivalry between successful companies such as Apple, Hewlett-Packard and Dell. Each company desires leadership in the market and utilizes aggressive marketing strategies in order to position their products as the preferred product in the technology market. EJ's Innovation and More will be playing in the same market and would compete with these companies. The company aims to market its desktops and laptops in all the fifty states of United States and its territories. It is the goal of the company to penetrate the US market and acquire its share. The high-technology market can be segmented according to the different operating variables of the customers and their buying behavior. The table below summarizes the segmentation in the technology market. The end-users are mostly working in technology professions. The customers are made up of commercial artists, designers and creators. They are interested in the number of capabilities and the latest developments in computing. They are innovators who look for new ways to produce better service in their profession. They buy value-added computers at par with the value for their money. Pioneers (Secondary Target Segment of EJ's Innovation & More) The end-users are lured by friendly design of the product, technical support and reassurance from marketers. The customers are made up of high-tech managers and their assistants. They want computers that satisfy their need for status but are easy to use. Companies mostly purchase their computers. Skeptics The end-users have few motivations with few inhibitions to adopt technologies. The customers are made up of home producers and parents who prefer computers that can be used for a variety of purposes and are not highly priced. Paranoids The end-users should be offered high levels of reassurance about the safety and security of technologies. The customers are mostly businesses that deal with sensitive materials such as banks and government agencies. Laggards The end-users may be reached out by being offered streamlined and easy-to-use offerings. The customers are mostly modern students who prefer economical packages. Service Quality Joseph Juran, a quality management guru, emphasized the role of management and stressed the definition of good quality as satisfying customer requirements and demand (Beckford, 2002). In service quality, the perception of the customer is ultimately the measurement of quality such that measuring customer satisfaction is the most common method of determining quality. However, the issues which determine customer satisfaction are varied and are often affected with the mood of the customer as with the provision of service (Rowbotham, Galloway, & Azhashemi, 2007). The customers tend to evaluate service quality through personal comparison with what they expect against what they perceive and experience. Several factors can influence

Understanding Curriculum and Professional Issues Essay Example for Free

Understanding Curriculum and Professional Issues Essay This assignment will explore current views on professionalism in the Lifelong Learning Sector in the UK, and will make particular reference to the impact of professional status on teachers in the Further Education (FE) sector. The paper will examine current policy before going on to discuss; professionalism, continued professional development (CPD), the importance of reflective practice as a professional attribute and impact on teaching. The assignment will also discuss own personal development making reference to subject specialism. Finally professionalism in the sector will be evaluated. Historically Further Education (FE) Colleges were once far removed from the terms ‘professional’ and ‘academic’ and as Spencely (2006 pg 292) reminds us, â€Å"student learning in FE was definitely positioned in the arena of practical skills based training rather than education, this emphasis on training, rather than education, has led a number of commentators to question the existence of the profession of ‘educator’ or ‘teacher’ in the further education sector†. However, FE is now an integral part of the education system and plays a key role in supporting the professional development of teachers in the sector. Even with the ongoing drive to up skill FE lecturers with teacher training qualifications, those in FE appear to be in a continuous flux where recognition of professional status is concerned. Katz, cited in Avis et al highlights this when he states â€Å"Few professionals talk as much about being professional as those whose professional stature is in doubt†. (2009 pg 75) FE has struggled to be recognised as professional, this may be because the majority of teaching practitioners in FE are from a vocational rather than academic background. Currently FE teachers operate within a system of duel professionalism† (Davies 2006) meaning that they have vocational expertise and have gained teacher training qualifications in order to develop as a professional. However, according to Gray and Griffin, â€Å"professionalism of FE has never been homogeneous or particularly well formed in the FE sector† and it lacks the professional culture found in the schools (2000 pg 238). It may be that what Gray fails to acknowledge is the FE sector is not the school sector and it should therefore be different. Since September 2001, it has been a requirement that all teachers in FE colleges should have, or be working towards, a nationally recognised teaching qualification. The original national standards on which such qualification was based were drawn up by the Further Education National Training Organisation (FENTO). In order to receive FENTO endorsement, bodies such as the City and Guilds London Institute (CGLI), which at the time awarded a range of sector-specific teaching qualifications, were required to ensure that the content and outcomes of their teaching qualifications conformed to these national standards. Only teachers with a FENTO endorsed qualification were deemed to meet the national requirement for the profession. As the result of a government policy change, the national training organisations, including FENTO, were replaced by sector skills councils, and responsibility for managing the national standards and endorsing qualifications for teachers in the Lifelong Learning Sector (LLS) was taken over in January 2005 by Standards and Verification UK (SVUK), the standards and verification arm of Lifelong Learning UK (LLUK). This body, which is also responsible for the professional development of teachers in work-based learning and higher education, brought out a revised set of national standards in 2007 following a lengthy period of consultation. These are known as Qualified Teacher Learning and Skills (QTLS) standards; and it is now a requirement that all teachers in the sector, whether full-time or part-time, must have, or be working towards QTLS. This can be achieved by a number of routes, including SVUK-endorsed higher education programmes such as the Certificate of Education (Cert Ed), the Postgraduate or Professional Graduate Certificates in Education (PGCE) The Institute for Learning (IFL) are the driving force behind seeking professional recognition for teachers in FE. The chief executive of the IFL recently announced a major development for the IFL, commenting on Professor Alison Wolf’s recommendation that FE teachers with QTLS should be recognised as qualified to teach in schools. Secretary of state for education, Michael  Gove, has accepted recommendations from the Wolf Report clarifying that there is a need to â€Å"allow qualified further education lecturers to teach in school classrooms on the same basis as qualified school teachers†. (Goodman, 2011) The Association of Teachers and Lecturers (ATL) supports the drive to professionalise FE lecturers and states that â€Å"The inescapable conclusion is that it is now time for the Qualified Lecturer Status (QLS) to be replaced by the qualified teacher status (QTS), as the benchmark of teacher professionalism in FE colleges. It is time for lecturers to become teachers.† (ATL, 2011) Although this appears to be progression we could argue that this could be deemed more as compliance with an accepted view of what teacher professionalism is, whereas FE should be viewed as professional and the role of QLS should carry with it professional status. However, when considering current thinking on professionalism in teaching Pollard summarises that good teaching â€Å"requires a large number of implicit and often instantaneous judgements and decisions† often shaped by the ‘community of practice’ to which we belong†. (Pollard, 2010 pg 5) This takes account of classroom management, including relationships, positive learning environments and the ability to be creative and innovative. The ‘Teaching Learning Research Project’s’ ten principles of effective teaching, which form the basis of professionalism in the teaching sector, highlight a set of principles which are evident within the FE sector, clearly demonstrating (from my viewpoint) equity with the school sector. There are a number of issues around the concept of professionalism and obviously meaning here can and will differ according to ones profession. In order to define professionalism we must also consider that interpretation will differ dependent on perspective. Professionalism generally involves both characteristics of self and those of organisations. Professional organisations will have a set of values which will be reflected in working practices in line with ethical standards. However, irrelevant of organisation teacher professionalism is a significant factor as it affects the role of the teacher and their pedagogy, which in turn affects student ability to learn effectively. Teacher professionalism should contain the essential characteristics of, competence, performance, and conduct, all of  which should reflect the goals, abilities, and standards of the organisation for whom we work, and should impact on teaching through the development of these qualities. External drivers such as government policy will and do impact on the status of FE lecturers and along with the recognition of ‘Qualified Teacher Status’ (QTS) will no doubt come even more rigorous inspection of both student and lecturer achievement. The FE sector has continued to grow and in order to support; growth, the shift in education delivery from educators to Government control, and to meet the demands of Sector Skills Councils, the development of professionalism will continue to be a key focus. However, in order to develop this professionalism Hargreaves, reminds us that the existence of a top down education system with limited pay and over standardisation will result in a paradoxical profession. Hagreaves states â€Å"The paradox in the professional life of teachers is illustrated by the co-existence of two seemingly contradictory trends in the development of the teaching profession: standardization of teaching and antipathy to teachers’ professionalization, on the one hand, and higher professional standards and greater professionalism, on the other†. (2000 pg 11) In 2004 LLUK began the process of developing new professional teaching standards for the FE system, in line with the requirements of; Government, Sector Skills Councils, regulatory authorities, awarding organisations and providers. Bill Rammell, Minister of State for Lifelong Learning, emphasises the importance of professionalism in teaching, Rammel states, â€Å"I believe these standards will contribute greatly to improving quality in teaching, training and learning across the further education system, and provide a key part of the infrastructure that will support the professionalisation of the workforce†. (LLUK, undated) However, this may also create a more rigorous evaluation of teaching standards, as teachers in FE become more qualified, as mentioned previously, expectations will also rise. The new professional teaching standards, with emphasis on specialist subject knowledge, will benefit FE in terms of quality, more importantly it will also provide a better learning experience for students, which when we consider professionalism must be our first concern . However, Avis (2009 pg 76) makes  the point that current thinking on developing professionalism, specifically when considering the detail and length of standards, that â€Å" LLUK standards are in contrast to the equivalent single page of broad statements that cover higher education† the same here applies to schools, it could therefore be suggested that the definition of professional in the FE sector is â€Å"more restricted and prescriptive than in other areas of education† (Avis, 2009 pg 77) This may also apply to continued professional development (CPD) in the FE sector. CPD is increasingly seen as an essential driver in raising the standards of teaching and learning in post-16 education and training. Requirements and processes have been set in place by LLUK and IFL to ensure that every teacher engages in CPD, meaning any activity undertaken for the purpose of; updating knowledge of subjects or developing teaching skills. However, CPD has also become a contentious subject, mainly due to interpretation at organisational level and the associated funding costs of ensuring CPD is beneficial to the lecturer. The IFL requires a commitment from all teachers to 30 hrs CPD per year, upon which teachers reflect, and draw on; learning which takes place, how this is shared and how it supports both one’s own development and outcomes for learners. CPD has been under scrutiny of late with concerns raised over the quality of CPD and whether it is meeting the needs of the individual or organisations. Trorey (2002 pg 2) defines CPD as â€Å"institutional development† which is aimed at improving a whole organisation, often described as â€Å"staff development† and â€Å"professional development† which involves â€Å"pedagogic knowledge and subject expertise†. It could be argued that CPD should encompass a whole organisation culture yet still support the development of pedagogic expertise, which defines the FE sector from the school sector, as the IFL remind us, â€Å"teaching practitioners engage in various forms of professional development throughout their careers, but that often this goes unrecorded†. (Davies, 2006) Here again we can see the influence of the IFL in the drive to support the development of professionalism in the FE sector. However, irrelevant of contention, where CPD is concerned, a commitment to continually update both knowledge and skills of one’s subject specialism and teaching expertise is essential if we  wish to viewed as professionals. Teachers in FE have a great deal of autonomy in their teaching as they are deemed to be experts in their field, therefore professionalism is an essential attribute. CPD should support the development of that expertise. Gray et al (2000 pg 25) states that â€Å"the professional is someone who is continuously developing his or her underpinning knowledge through reflection on their own (and others’) practice†. Therefore the ability to reflect is imperative as without this essential tool we cannot be viewed as professional. Reflection can be viewed as a process of thinking and improving your professional skills and it allows us to focus on positive aspects of practice and build on them. It also helps us to identify areas for improvement. Schon (1983) defines reflective practice as â€Å"thoughtfully considering your own experiences in applying knowledge to practice†. In essence reflective practice means learning from experience, it is therefore an essential element of teaching and supports CPD. Boud et al (1985) defines reflective practice as â€Å"an activity in which people recapture their experience, think about it, mull it over and evaluate it†. As simplistic as this may sound, reflecting on experience in order to improve requires a level of objectivity in reference to your teaching practice. Therefore unless we are willing to fully partake in reflective practice we may fail to grasp opportunities to improve both our own performance and the learning experience for our students. Clouder (2000) supports this view when he states â€Å"in its broadest sense, reflective practice involves critical analysis of everyday working practices to improve competence and professional development†. Practitioners must ensure that time is set aside to think about our teaching practice in order to evaluate it and make changes where necessary. However, it could be argued here that this relies on a whole organisation culture, as without time set aside by your organisation this could result in even more unpaid work than is already expected. Reflection should therefore be an integral aspect of professional teaching practice. The very nature of education requires teachers to be open to change, as the sector is under continuous pressure to improve outcomes for learners. This compounds the need for reflective practice for teachers, learners and whole organisations. Reflective practice encourages; the sharing of good practice, learning from the experience of others, it can support the planning process and overall encourages collaborative working to the benefit of all involved. Barriers to change exist in all aspects of society and reflective practice is viewed by many as a ‘questioning of their practice’ and some teachers struggle with this concept. However, barriers are often self imposed or they may originate from the culture of organisations, who may themselves have pre-conceived ideas about reflection, which in itself is often a barrier. In the drive to gain professional recognition in the FE sector we must embrace reflective practice as a tool for improvement and progression. Throughout the course we have been introduced to a number of models of reflection such as Schon’s (1983) â€Å"reflection in action† and â€Å"reflection on action†, Kolb’s (1984) learning cycle and Phil Race (2005) ‘ripples’ approach, all of which have been useful in supporting the development of reflective practice. Races (2005) ‘ripples’ model is based on the assumption that the best way to learn is by doing. This is a principle which supports both my specialism and teaching practice, as I firmly believe that students require hands on experiences before moving on to more abstract learning. When reflecting on my own practice, specifically when working with 16-18year olds, this has become evident. Reflective practice requires an open mind, hard work and deep understanding of the benefits in leading to improvements in practice and outcomes. It is only through undergoing a process of reflection and evaluation that we are able to make reasoned judgements about our teaching practice. CPD should be viewed as an ongoing process that; improves capabilities, helps to determine own learning needs and helps us to acquire new skills and abilities. Education in its many forms is a big responsibility and teachers should maintain professional standards as required by the sector, as  ultimately it will help us to gain professional credibility. There are many types of CPD which can be accessed such as, formal training, research, in house training, mentoring and further academic study. Undertaking the ‘Certificate in Education’ has helped me to develop in my role as a teacher, and also to recognise the importance of teaching qualifications. Having come into teaching from a subject specialism background I can clearly see the benefits of CPD in enhancing my teaching abilities and skills, therefore, in order to continue my professional journey my aim will be to achieve QTLS and possibly progress onto the BA in Education and Professional Development.

Careful Media Selection Contributes to a Successful Campaign for British Airways :: Business Management Studies

Careful Selection of Media Contributes to a Successful Campaign for British Airways Within BA they understand that the most powerful tool to getting a persuasive message across is through media advertisement, media advertisement allows BA’s message to capture wide audiences depending which type of media it is. The media can contribute mass target audiences which is very useful for objectives like increasing customers and capturing wider target groups this means in other words getting BA’s message across to wide range of the population. Depending on the type of media advertisement enables BA to get recognized as well as lets the public know about their activities, but different media has different effects and can attract certain people this means in other words the contribution of the different media has certain results like for example when advertising in a sports magazine the message gets to that magazines audiences which might be 18 – 35 healthy living individuals. By using different and more than one advertising media helps the company to attract different and wider target groups, which will then help them to get a successful campaign through effectively communicating to their target groups. There are different types of advertisement media that companies use to communicate to their customers and potential customers, each of the different types of media has an advantage which can help promotional campaigns to be more accurate in getting messages across to target groups. The different advertisement medias are: Â · Newspaper advertisements – this type of advertisement contributes to a campaign a clear message whether it is through an image or simple text, it helps promotional campaigns to reach newsreaders depending on the type of newspaper (local, or national). A local newspaper enables the BA to communicate to local residents readers this means in other words through local newspapers this advertisement method helps BA’s promotional campaign to get publicity within the city or local residents. National newspaper like for example The Sun gets the message across to wider readers across UK to see BA’s advertisement. Newspaper media advertisement attracts readers such as older generation because they tend to read more than the younger generation. Â · TV advertisement – for BA this is the most effective way of advertisement and getting the message across to wider target groups, this methods contributes to the success of promotional campaign a visual expression of BA’s services by using color and live motion advertisement. This methods enables the individual person who is watching a description of the service that BA is advertising and visual features which might be appealing. The different audiences can be targeted through careful planning of what channel to advertise

Personal development planning Essay

I am 24 years old and married to my husband Paul we live in Maybole in a two bedroom cottage. I left school at 16 with standard grade level English, maths, history, French and music. My first job was in a nursing home it was then I realised how much I enjoyed working in care and caring for people. I worked in the nursing home for 2 years then left to be an activity’s co-ordinator in a day care centre in Prestwick where I would plan daily activity’s and outings for clients who came for respite day-care the centre sadly closed down after 3 years. I found a part time job in a local pub but I didn’t enjoy it as much as caring I worked in the pub for 2 years until I found a job working for a homecare company I enjoyed but found the hours unsociable it was then I decided to apply for college. I applied for N.C social care and was placed on the reserved list due to the course being full then a week after the course started I got a phone call to start. I attended college from September to june working threw my course studying and passed all my exams. I also attended a work placement at Hansel village respite cabin which I enjoys working with the clients as id never worked with adults with learning difficulties. I was offered a permanent job with Hansel after I left but sadly couldn’t take the job offer up as I had applied to do HNC and Hansel could only offer me 30 hours per week. Whilst doing my NC I enjoyed the subject mental health and decided then that I would like to become a mental health nurse. My hopes are that I graduate with my HNC and can apply to university and get a degree. Step 2: Broad objective – where am I going next? Whilst completing this unit in Personal Development Planning, I have opted to focus on the following area of development my ability to write reports and essays having done an N.C in social care last year I had to do a few reports and essays and realised that I don’t structure them properly this is something I need to practice and develop my skills and abilities in doing this. I would like to progress and graduate from college with my HNC in social care and apply to university of the west of Scotland and do a degree in mental health nursing and work in a psychiatric hospital. Further development of core/key skills Step 3: Self appraisal Personal skills, qualities and contexts Core skill Evaluation Evidence to support evaluation Communication Good When doing an NC in social care one of the tasks I had to do was a presentation in front of the class I became really nervous and didn’t make a lot of eye contact. This is something I would like to work at and concentrate on in the future when delivering presentations. Numeracy Poor Numeracy was apart of my NC course last year and I failed two attempts at an exam working out percentages and doing box plots but I find with extra studying and breaking it down I can complete some numeracy tasks. IT Average I received a standard grade for admin at school this gave me some knowledge on IT skills. On my college course last year I done IT at a higher level where I was shown how to use different search engines and how to type up reports essays and save my work. Problem solving Poor When faced with situations I tend to panic rather than look for solutions to  resolve problems. I feel this is something I can develop in. Working with others Good Threw my recent jobs as a carer, bar maid, activity’s coordinator I have had to work as part of a team to deliver my work and do the best in my job. I also work with others at college to do research on my subjects this is something I enjoy doing. Personal qualities I am a hard working reliable individual. With an NC in social care this has given me a wide knowledge of sociology, psychology and helped me realise my own personal values and principles. I have developed my caring practical skills threw working in in many different care aspects and work placements. I am an honest and trustworthy person who enjoys working as part of team and also on my own initiative. Knowledge and understanding I have a wide knowledge of care and an understanding of my own personal values and principles that I try and introduce when caring for individuals with different needs. I also have a basic knowledge of sociology and try to have an understanding in which way society works. And my basic knowledge of psychology helps me understand peoples behaviours. Technical skills I feel my technical skills can be worked on and developed threw out this course. Threw work and work placements I have a basic knowledge on moving and handling. I also have basic computing skills. Contexts, other factors to consider Step 4: Setting personal objectives Personal objectives — prior to interview with tutor Short-term (this year) I hope to pass my course and gain my HNC in social care. I also hope to gain knowledge and develop new skills threw out the year in all aspects of social care and on college work placement. Medium-term (next year) I hope to be able to apply to university and have enough qualifications and skills and to be able to stay focused on my work and my short and long term goals to be achievable. Long-term I hope to have gained a degree in mental health nursing and be in a job I enjoy doing that helps me stay motivated.

School play – “Heroin Lies”

Drugs and the use of drugs is a common problem with young people in society. The two productions I will be comparing in this essay both run on the theme of drugs. Our play performed in class is called â€Å"Heroin Lies† and this will be compared to â€Å"Junk† a book and then tv programme also running on the theme of drugs. â€Å"Heroin Lies† the play was written by Wayne Denfhy in 1991, compared to â€Å"Junk† written by Melvin Burgess in 1996, and as research I read the original book as I felt it would help me to compare to â€Å"Heroin Lies†. In our performance of â€Å"Heroin Lies† I play the part of ‘David' who is the father of heroin addict Vicky. I had to take up the role as a strict father who wanted his family to be strong and was very dissapointed in his daughter Vicky when she admitted to taking the drugs, however he shares a mutual respect with his other child Jason, who also featured in out perfomance. I watched and read some shows and books to try and find different aspects of fatherhood to make my perfomance spot on, I also made diagrams of my character and would write different aspects of their life around the diagram to try and get to know the part I would be taking up and thei characteristics. To help me in my work I looked for information in many different places, such as the library where I would read books on heroin so that I would feel knowledgeble to the work we were studying. I also went onto the internet and watched tv programmes where I would be able to watch a performance by an actor playing a Dad that could enhance my performance as I would try and learn the way the actors I watched would move and talk etc. In addition to this I would also watch the actions of my own dad to see if any of his characteristics would help me when rehearsing for the part of David. To help me with undertand â€Å"Junk† I read the book as research for more background information on the story and characters. â€Å"Heroin Lies† is basically a story of a normal family getting pulled apart and ruined down to the daughter ‘Vicky' taking heroin. The four main parts are David (Father, played by myself), Jean (Mother), Jason (Son, brother of Vicky) and Vicky (Daughter and heroin addict). As the plot continues throughout the play, Vicky ends up dying at the end,this saddening the auidience and most notably the three remaining members of the family. The play targets drugs and young people just givig into them, â€Å"Teenage pressures†¦ that the excuse eh?† (David, scene 15). Throughout the play, family arguments, monologues all add to the theme of drugs as they are mainly arguments about how Vicky has let the family down. Another key theme is the one of giving in, as thats how Vicky takes the heroin in the first place as she gives into her friend Mandy. â€Å"Junk† is alike to â€Å"Heroin lies† in many ways, its also a story of drug abuse and young people giving in and getting addicted to heroin. Its set in Bristol in the 1980's. Its a story of young lovers Tar and Gemma both running away from home to live together but end up with drug users who get the two of them into drugs such as heroin. Tar is very different to Vicky and Gemma as his parents dont really care that he has left and wouldnt care to find out he does drugs, whereas Vicky and Gemma both has protective paresnts that are devasted to find out that their daughters do drugs, although Gemma's dont really ever find out. Again like â€Å"Heroin lies† Gemma starts drugs down to peer pressure and giving into friends, â€Å"I got something in here that might change your mind† – Tar says to Gemma as he waits to give her a cigarette. Our performance is set in the present day, compared to â€Å"Junk† which was set in the 80's. I feel that the 20 year gap between the two productions is hard to tell as drugs have been, and always will be a danger to society and in both we can feel the dangers of heroin taking and the affect its having on characters such as Gemma, Tar and Vicky. Some characters are alkie to one another on both plays, in â€Å"Heroin Lies† Vicky is alike to the part of Gemma from â€Å"Junk†, I think this is because they are around the same age, they both gave in to taking heroin and they are both from working class families who are bitterly dissapointed in them becoming drug addicts. Also its evident that in both plays the father roles played by David in â€Å"Heroin Lies† and the father in â€Å"Junk† are alike as they both command the relationships with their wives and they are both feeling that they are in control of the situations regarding Vicky's drug problem, and Gemma running away from home, although really neither of them have any control in the matter whatsoever â€Å"He asked you to stay out all night with him!† (Gemma's father to Gemma when she tells of how she wated to stay out with Tar). Many of the viewers may be able to relate to the parts of Vicky, Gemma, Tar, Jason David, Jean etc, as they too may have been in a similiar situaion. This shows how effective a play can be with this sort of relevance and social histroical content. The members of our performance are all young and we cn relate to the arguments with the parents, therefore making it a lot easier to act as we can relate to real life issues. This may be alike to the actors and actresses in the tv programme of â€Å"Junk† as they were around the same age as the people in my group and myself. The theme of drugs and heroin usage is a strong theme to use as a stimulas in our performance and the original of the book and play. In our play we used many theartre skills to master the script we were given. We have used real life issues from our own lives to use in the performance as we feel that it would give us a better understanding of the words we were saying, this meaning better acting, giving off a better performance to the audience. I used research from the internet as did other member of the group. Mainly used for the work on our characterisations. We have used props and we have rehearsed our stage direrctions to perfection so that it symblises real family life yet letting the audience see all of the characters and their emotions clearly. Also we used monlogues and hot seating where people would ask us questions and we would answer in character, this helped us and the fellow memebers of the group understand each character with a better undertsanding. In conclusion comapring my groups peformance of â€Å"Heroin Lies† and the book â€Å"Junk† I feel that they share many similarities and few and far between differeces. The main themes and characters were alike in both productions, even the storylines had its similairites! I have learnt a lot from this whole experience, I learnt not only about heroin and the usage and affect it can have on families, but I learnt how to put that into a performance. Its been a great experience overall, and I have enjoyed working on this project a lot! Also out of it I have read two very interesting different pieces of work, that have left an everlasting impression on me.

Advances In Biomedical Science And Technology Science Essays

Advances In Biomedical Science And Technology Science Essays Advances In Biomedical Science And Technology Science Essay Advances In Biomedical Science And Technology Science Essay Due to the progresss in biomedical scientific discipline and engineering, mammalian cloning has, in the last 13 old ages, become executable. This first came to the populace s attending with the promotion environing the creative activity of Dolly the sheep in 1997. Through the procedure of HSCNT ( Human Somatic Cell Nuclear Transfer ) , 100s of mammalian beings have been cloned and carried to term. However, the procedure is by no agencies perfect as non merely do legion embryos fail, but many of those Borns have important birth defects, some of which merely come to visible radiation subsequently in development. To this day of the month, no successful human reproductive cloning has occurred. None the lupus erythematosus, rapid progresss in engineering suggest that human cloning will be dependable in the foreseeable hereafter. This realisation has led to an unprecedented argument about ethical and human rights issues which must be balanced against the more loosely good facets of scientific promotion. An huge sum of people believe that cloning wholly interferes with ethical and human rights. This is slightly due to the fact that cloning in animate beings has non been 100 % effectual. Animals have been cloned before but many of them have had birth defects and short life spans. Dolly the sheep became a scientific esthesis when her birth was announced in 1997. Her comparatively early decease in February 2003 fuels the argument about the moralss of cloning research and the long-run wellness of ringers. [ Science Museum.org ; no name reference ] Although Dolly lived to be an grownup, she was one of 227 efforts to last this long. This showed the inefficiency and complications of cloning. Hundreds, if non 1000s, of efforts are necessary to bring forth merely one feasible ringer. On mean, merely 3 % of efforts win. ( Vergoff:2001 ) The fact that many of the ringers ( produced in an effort to bring forth merely one ringer ) do non populate reflects the ground that people believe cloning is barbarous. Antoher ground that they might believe cloning is innapropriate is because when comparing atomic generated embryos and embryos produced during sexual reproduction, a important figure of the cloned embryos fail where as non so many natural embryos do. Because of this fact, mainstream scientists agree that due to the really low success rates of generative cloning in animate beings, this engineering is non appropriate for application to worlds. The side of the populace that feels human cloning is incorrect is besides against it for grounds other than the ringers non being faithfully functional. Harmonizing to them, cloning worlds is unethical, inhumane and immoral. [ Students for pupils: 2010 ] The procedure is seen as merely copying the indistinguishable cistrons, which means it will diminish the diverseness of cistrons. To set it merely, as a human one is meant to see the differences in others and cloning would extinguish this. Peoples would non be wholly alone. These people besides question the sentiment of some parents. They understand that if a parent has a kid whose kidney s fail, that they would be willing to clone their kid as to donate one of their newly cloned kid s kidney s to their ain kid. However, one could so oppugn whether it would non be unusual to all of a sudden hold two indistinguishable kids. This is where personality is brought to attending. Although human cloning is the procedure by which an exact familial reproduction is made of an person, this does non, needfully, mean the same personality, or individual, would develop. ( Cadena:2007 ) The inquiry that stands is whether the ringer is inferior and different to the general populace or non. Most do non like the thought of cloning as it will divide us into two different groups: worlds and ringers. Aldous Huxley reflects his point of position in his book, Brave New World in a satirical sense. He shows his position of the hereafter with human cloning in a negative manner. The novel is set in London in the old ages that Huxley calls A.F. which stands for after Ford . Henry Ford is the developer of the assembly line technique of mass production and the mass production implies cloning in this sense. At the beginning of the novel, the manager of a Centre called Hatcheries and Conditioning is taking a group of immature pupils on a circuit around one of the labs. He shows them how human existences are custom made and placed into different societal castes which were about similar different cultural groups ( minus the civilization ) . He so leads them to a particular room where the worlds are brain-washed. A common phrase that the brain-washed characters say throughout the novel is Put your weaponries around me Hug me till you drug me, honey Kiss me till I m in a coma. Hug me hone y, snuggly [ Lenina, Chapter 13, pg. 194 ] His novel relates to the argument of cloning as it reflects his thought of a hereafter with human cloning. Although it is satirical and far-fetched, it makes one inquiry cloning as it displays cloning in a negative manner ( all worlds being the same and put into classs ) . The anti-human cloning groups see the hereafter of cloning in a similar mode: dark and one time once more, inhumane. Taking the above concerns into consideration, many people still believe that human cloning is wholly good. This is because there are an unbelievable figure of positive results of human generative cloning. On the igniter, appreance side: Dr. Richard Seed, one of the taking advocates of human cloning engineering, suggests that it may someday be possible to change by reversal the aging procedure because of what is learnt from cloning. Plus, cloning could better decorative processs such a chest implants. This is because with the new technolog, physicians will be able to bring forth things such as fat, bone and cartialage that matches the patients precisely. On the more serious side, scientists may one twenty-four hours be able to handle people that have had bosom onslaughts by cloning their normal bosom cells and puting them in the damaged countries of their bosom, give victims of accidents which cause any parts of their organic structure to go distorted their original face characteris tics back through cloning ( limbs for amputees may be regernerated ) and even give adult females looking for chest augumentations implants the same as their normal tissues in order to forestall them ferom going ailment. On norm, one carries 8 faulty cistrons inside of them which cause them to go ill when they would otherwise stay healthy. With human cloning and its engineering it may be possible to guarantee that we no longer suffer because of our faulty cistrons. [ Smith, S ] Many life endangering unwellnesss such as malignant neoplastic disease, leukimea, kidney failure and liver failure could be taken off due to cloning. Ont op of this, cloning engineering can prove for and perchance even cure familial diseases. Propnents of cloning besides suggest it may function as a intervention for sterility, leting those who can non /can no longer reproduce to go through on cistrons to future coevalss. [ Kolehmainen, Sophie ] A batch of parents think of human generative cloning as a manner of salvaging kids s lives. There are plentifulness of illustrations of what could go on in the hereafter after human generative cloning Begins: If a twosome becomes infertile after holding one kid, they would be able to clone their kid to hold a 2nd 1. Parents besides province that they would happen human cloning benefficial as if they lost their kid in an accident, they could acquire their perfect babe back. ( Smith, S ) The general attitude of this group of people is why non? If a individual can be saved from leukaemia, why would anyone experience the demand to halt this from go oning? Despite this inquiry there is still a argument in which many other factors contribute. An illustration of one of these is faith. Many in the Western states wonder whether ringers would hold a psyche. They besides question whether it is playing God or non if worlds create instead than of course conceive. Many groups have publically disapproved of human generative and human curative cloning. These include spiritual administrations, such as the Catholic Church, who disapprove of these engineerings. [ Werts, D, C: 2002 ] Travel on about ordinance. ( ca nt be extended globally ) Many groups have publically disapproved of human generative and human curative cloning. Ask pa Although there are many negatives to make with human generative cloning, it is expected that it will happen in the hereafter. This is because there are so many bennifits of this cloning environing medical intents. Personally, I worry about what a hereafter with human generative cloning will keep. In my sentiment, I think it would be ideal if, in the hereafter, cell cloning could be used for medical intents merely and non human generative cloning for grounds such as sterility as this would be immoral. However, there is a opportunity that cloning will non go on in the hereafter and this would likely be best. We are worlds and we can non alter the fact that some of us can non hold kids or predict the twenty-four hours we are traveling to decease. This is the manner of life and to me, cloning worlds in this manner does non look right. All in all, the subject holds a argument that will go on for a long period of clip before any determinations are made. etc

Bushs Cold War essays

Bush's Cold War essays For fifty years, the total purpose of American foreign interaction was to stop the spread of Communism. Only the threat of annihilation could prevent the citizens from rolling back into their traditional isolationism. George Washington himself preached that the United States should stay out of European affairs, and his people didnt forget that. Keeping their noses out of Europeans business was like second nature. Unfortunately, the Cold War changed that. If the US wanted to keep its allies democratic, or at least dictatorial, it would have to give them a reason to stay that way. In Eastern Europe, countries were given money and other supplies to keep themselves out of poverty. Impoverished people tend to turn towards Communism. In South America, harsh dictators were supported only because a dictator is not going to let his people turn against him. For the longest time, this plan worked. However, fifty years is a long time. By the time the USSR broke up in 1991, the American people were used to meddling in foreign affairs. Sitting back and funding internal improvements and the economy no longer appealed to the Great Society. As a consequence, the old President Bush defended Kuwait from Iraq, not so much that it was necessary for the United States, but because it seemed right and just. This policy has been imitated in Bosnia, Kosovo, and partially in Iraq (after no Weapons of Mass Destruction were found, Bush tried to turn this into a war to save the Iraqi people). This is not a good trend. If the US continues to meddle in other peoples business, it will make some powerful enemies. The United Nations has already been deeply offended when Bush ignored its demand not to invade Iraq. Being the largest cooperation of democratic nations in the world, the UN is not a group to infuriate. If the European Union decides to shun the US, a crippling amou ...