Hunger games Essay Example | Topics and Well Written Essays - 750 words

Hunger games - Essay Example In Hunger Games, violence may be one its main themes but it was not glorified by the film. Those who seemed to enjoy it were portrayed as ridiculous and the characters themselves despised it that in the second installment Catching Fire, they were secretly plotting against the President to end his violent leadership. Without tackling violence in the book or film, the narrative will be a bore or pointless because why would they have to plot against a President if they have nothing against him? Violence in media, books, literature and art are always present and in the case of Hunger Games, it subtly tackle the larger theme of â€Å"chauvinistic omnipotence of men which is often confused with obtuse or even noble concepts like security, protection or prudence† such as the character of the President. Through the narrative of violence, it showed that brutality can be masked as something desirable and be used to rule people by instilling fear. But as what Hunger Games has illustrated , violence has to end for its sheer brutality. Assuming for the sake of discussion that we will rule violence outright in books and films, will that end violence and aggression

Obey at Any Cost Milgram,S. (1963). Behavioral study of obedience Essay

Obey at Any Cost Milgram,S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology. 67,371-378 - Essay Example This idea sprung from his curiosity of how soldiers committed vicious atrocities during World War II, and in general, the inhumanity displayed by people as a result of obeying orders from ruthless leaders in the course of history. Milgram wanted to test out his theory that humans tend to obey those in a position or power or authority over them even if obeying will mean going against their principles, codes of moral and ethical behavior. The experiment focused on subjects who were put in the role of a â€Å"teacher† who would inflict the punishment of electric shock to another â€Å"subject† (an acting accomplice of the experimenter) given the role of a student whenever he gave a wrong answer to a memory drill. The voltage of the shock increases the more errors are committed by the â€Å"student†. An â€Å"experimenter† conducting the study was actually a confederate of Milgram, egged on the subject to continue with the task at hand no matter how the â€Å"student/ learner† subject reacted. The whole scenario that was played was just simulated without the knowledge of the actual subject. Unaware that everything and everyone around him is not real, he and his emotions and behavior are the only ones that are. Surprisingly, out of the 40 subjects, 65% followed the experimenter’s orders all the way to the top of the shock scale. Most of them exhibited manifestations of extreme stress in doing so, sincerely uncomfortable doing the task while witnessing the suffering of the student subject. To ease them of their anxiety, the subjects were â€Å"debriefed† after the experiment. The purpose of the experiment was revealed to them along with unmasking the accomplices and confederates to introduce themselves. The subjects were interviewed regarding the feelings they went through. Milgram explains why the subjects continued to obey the experimenter even if they knew that they were responsible for hurting a fellow human being.

Petroleum As The Core Business Of PETRONAS

Petroleum As The Core Business Of PETRONAS The company of my choice is PETRONAS, the petroleum Multinational Corporation based in Malaysia. The paper will outline the background of the company followed by identification of the actual and potential impacts of globalisation on the company. Recommendation of strategies which the company might use to respond to the impacts is covered in the last part of the paper. 1.0 Overview of PETRONAS Multinational enterprise is defined as a large company with substantial resources that perform various business activities through a network of subsidiaries and affiliated located in multiple countries. (Cavusgil, Knight Riesenberger, p.13). PETRONAS, the acronym for Petroliam Nasional Berhad is a petroleum multinational corporation headquartered in Kuala Lumpur, Malaysia which was incorporated on 17 August 1974 under the Companies Act, 1965. It is national oil company of Malaysia, vested with the entire ownership and control of the petroleum resources in the country (PETRONAS, 2010). Under the leadership of Tan Sri Hassan Marican, PETRONAS is transformed rapidly into a global company with oil explorations and business joint ventures with overseas partners. Over the years of effort, it has become a fully-integrated oil and gas corporation with operations in more than 30 countries worldwide and ranked among FORTUNE Global 500 ® largest corporations in the world (PETRONAS, 2010). 1.1 Integrated business of PETRONAS PETRONAS is fully integrated across the value chain from the upstream exploration, development, production, processing, and transportation and gas transmission to the marketing of liquefied natural gas and other petroleum products as shown in Figure 1.0. PETRONAS also involved in domestic refining, petrochemical manufacturing and marketing business, while managing a globally coordinated downstream operation designed to optimize product delivery to its customers through its marketing and trading operation (PETRONAS Capital, 2009). PETRONAS also engage in shipping, automotive engineering and property investment. Figure Integrated Business of PETRONAS Source: PETRONAS Annual Report 2010 1.2 Petroleum as the Core Business of PETRONAS Petroleum is the core business of PETRONAS because refined petroleum products account for 37% of the company total revenue amounting to RM80.7 billion (PETRONAS, 2010). Exports and domestic operation contributed 35% and 19.7% of PETRONASs total revenue respectively which bring positive balance of payments to Malaysia (PETRONAS, 2010). Thailand, Japan, Korea and Singapore has been the main crude oil export countries of Malaysia which account for 87% whereas over 40% of gas was exported to markets in Japan, Korea and Taiwan, most of the remainder used domestically for electricity generation (Malaysia Green Technology Corporation, 2010). Figure PETRONAS Composition Revenue 2010 Source: PETRONAS Annual Report 2010 The international operations are as important to PETRONAS which generated 45.3% (RM98.1 billion) of the company total revenue. PETRONASs production are mainly comes from Indonesia, Thailand, Myanmar, Vietnam, Chad, Egypt, Sudan, Mauritania, Iran, Pakistan and Turkmenistan. Africa remains to be the companys prominent operation region which contributed 57.7% of the company international production followed by South East Asia (25.1%) Oceania and Middle East Asia (17.2%). 1.3 Organisational Structure of PETRONAS Figure Organization structure of PETRONAS Source: PETRONAS Annual Report 2010 PETRONAS adopted a centralized functional organisation structure which the executive vice president (EVC) and vice presidents (VC) have to constantly report their performance to the CEO. Each VC or EVP from respective function are responsible to monitor and controlling the overseas operation with the aids of overseas joint venture companies or partners 2.0 External Analysis of PETRONAS 2.1 Political PETRONASS oil exploration often takes place in high political risk countries such as Sudan and Iraq with abundant resources of oil and natural gas. Sudan has been in political instability and having war for more than three-quarters of its existence due to the independence, protracted conflict rooted in deep cultural and religious differences which has slowed down country economical and political development (U.S. State Department, 2010). Recently, Sudans internal war evolved from the issue of exploring more oil region outside the territory because of depletion of the existing oil reserves. Despite political instability of Sudan could disrupt PETRONAS in oil exploration, the company had strengthened its politics affiliation through Malaysian Government to mitigate the effect. For example, PETRONAS is welcome by Sudan Government to pursue exploration and development works in its, Melut and Muglad Basins which has expanded in both the upstream and downstream sectors of the countrys oil and gas industry (PETRONAS, 2010). Besides, liberalize of countries trade policy is prominent to guarantee the profitability of PETRONASs overseas operation. In Malaysian, fewer tariffs are imposed on petroleum and gas product. PETRONAS is assigned to regulate the upstream activities in oil and gas as well as controlling the foreign investment of upstream petroleum and gas industry through the form of production-sharing contracts (PSCs), between foreign investors and PETRONAS. Likewise, South Africas government also developed their national oil and natural gas company, Petroleum Oil and Gas Corporation of South Africa (PetroSA) on managing and promoting the licensing of oil and gas exploration includes onshore and offshore exploration of the country. Thus, PETRONAS set its own oil refining and marketing presence in Africa through its 80% owned subsidiary, Engen Petroleum Limited ENGEN, a leading South African refining and marketing company. 2.2 Social Islam remain as the important role in shaping Malaysias position on many international issues especially those related to the Muslim world of which the Middle East is a part (Ruhanas Harun, 2009). Middle East and North Africa account for 60.4% of the world oil reserve which are the important for PETRONASs exploration and production. Thus, Malaysian government has been proactive to build up religious affiliation by developing membership of a worldwide Islam brotherhood. The action is paid off when Malaysia oil reserves have dwindled and few domestic opportunities exist to drill for new reserves, PETRONAS has successfully to expand its operations to Iraq and Sudan which are Islamic oriented developing countries. 2.3 Economic PETRONAS is the biggest contributor to the Malaysian government budget, accounting for 39.3% of the federal governments revenues in 2008, up from 36.4% in 2007 (CIA, 2010). According to Bank Negara, 26% of inward FDI of Malaysia was channelled into manufacturing oil and gas in 2008. With the financial support of PETRONAS, Malaysian Government has been subsidizing the local fuel prices since 2004 which is different from many countries whose followed the exact fuel prices regulated by global market price of gasoline (Bernama, 2010). The fuel price subsidies is intended to protect the local welfare of middle income household but it causes 5.0 to 44% of Malaysias fiscal deficit (JATRO). The activities of the state-owned PETRONAS influence the aggregate patterns, resulting in substantial investments in exploration and extraction in the oil and gas industry which is more towards the US, Canada and Australia as the recent rapid development of unconventional gas resources. 2.4 Technology Environment In Malaysia, domestic reservoirs are maturing due to the fact that Malaysian production is depleting since oils has been produced for hundred years. PETRONAS has been expanding overseas exploration and production of resources such as South Africa, Egypt and so on. Just like many other oil companies offshore rig has caused ecological imbalances such health and reproductive problems for surrounding marine life, destroys kelp beds, reefs and coastal wetlands, and exposes the wildlife to threats of oil spills (Greening Forward, 2008-2010). In such way, PETRONASs image is harm through the directly linkages to environments pollution. Company has been focusing on green technologies and developing in-house greening solutions. In particularly, the company has an ongoing research for strengthening PETRONAS ECOPLUSà ¢Ã¢â‚¬Å¾Ã‚ ¢ environmentally friendly, degradable polymer series (PETRONAS Annual Report). 3.0 Overview of Globalization According to Business Dictionary, globalisation implies opening out beyond local and nationalistic perspectives to a broader outlook of an interconnected and inter-dependent world with free transfer of capital, goods and services across national frontiers. As world economy globalizes the national economies integrate into the international through trade; foreign direct investment; short-term capital flows; international movement of workers and people in general and flows of technology (Najam, A., Runnalls, D. Halle, M). This has created opportunity to the rise of multinational like PETRONAS in developing country venturing to the petroleum industry that used to be the exclusivity of companies from developed countries such as Royal Dutch Shell from United Kingdom and Exxon Mobil from United States. With the globalisation effect, PETRONAS has been growing organically and through strategic partnerships, via joint ventures, mergers acquisitions and so on as catalysts for escalated performance (Dato Shamsul Azhar Abbas, 2010). PETRONAS is gaining more freedom either on exporting petroleum products or setting up oil refineries in worldwide. This enable the company to continue dominant its position in the international business environment by penetrating larger capital market that has lesser regulations on foreign direct investment. For instance, PETRONAS is included in The New Seven Sister ranking by Financial Times which considered as one of the most influential international oil and gas companies which controlled about one third of the of the worlds oil and gas production and reserves (Nicholas Vardys The Global Guru, 2010). However, globalisation is not a bonus giving for all companies but imposes certain opportunity cost to the companies operations. PETRONAS may enjoy of possessing diversified revenue base which generated from its overseas operations and marketing. At the same time, the company has the opportunity cost of facing unexpected problems of like changing economic, regulatory and political environments globally and regionally which would create a serious impact to the companys growth. The actual globalisation impact on PETRONAS will be political risk, global competition and global technology transfer. 3.10 Actual Globalisation Impact on PETRONAS 3.11 Political risk Political risks of operating countries remain as the fundamental globalisation impact of PETRONAS because 42.1% of the companys revenue derives from international operation in countries such as Iran, Myanmar, Cuba and Sudan in the fiscal years ended in 2009. PETRONAS strategy was to pick strongest partner in operating countries to minimise these risk. For instance, the company is in partnership with China National Oil Corp. and Sudans National Oil Company, Sudapet, while in Iran it has a tie-up with Frances TotalFinaElf, which has a strong relationship with the country (Leslie Lopez, 2003). 3.12 Global Competition Globalization makes it increasingly difficult for PETRONAS to rely only on national regulation to protect its local positions in oil and gas industry. PETRONAS is deemed to face intense competitions of its oil and gas and refining industries in both domestically and internationally. For instance, PETRONASs retail subsidiary company, PETRONAS Dagangan Sdn Bhd used to compete with its main competitor Royal Dutch Shell but now competing with other retail competitors like ESSO (Exxon Mobile subsidiary), Caltex and BHP (Boustead Petroleum Marketing Sdn Bhd). On the other hand, globalisation of liberalization enables oil firms to set up oil refinery in other countries which lead PETRONAS in a competition of oil exploration and production operations in Sudan. 3.13 Risk and Benefit of Technology Transfer As economies open up, more people become involved in the processes of knowledge integration and the deepening of non-market connections, including flows of information, culture, ideology and technology. New technologies move across boundaries quicker, by connecting workers and citizens across boundaries and oceans (e.g., the rise of global social movements as well as of outsourcing), but they can also threaten social and economic networks at the local level (Najam, A., Runnalls, D. Halle, M). Under the effect of globalization, technology transfer is performed from MNC home country to host countries. PETRONAS presence in Sudan has transferred its exploratory and production technology to expand upstream and downstream sectors of Sudanese oil and gas industry. This could have harmed PETRONAS in a sense that transferring its competitive advantage to Sudan because the nation can explore the countrys oil reserved through skills learned from PETRONAS. Nevertheless, PETRONAS also learn special technology skill through its overseas joint venture partners. PETRONAS learned appropriate petrochemical technology through its joint venture partners include The Dow Chemical Company (Dow Chemical), BASF Netherlands B.V. (BASF), BP Chemicals, Idemitsu Petrochemical Co. Ltd, Mitsubishi Corporation, and Sasol Polymers International Investments (Pty) Ltd, (Sasol Polymers) which possess financing capability, marketing and distribution expertise (PETRONAS Capital). 3.20 Potential Globalisation Impact on PETRONAS 3.21 Depletions of Natural Resources The rapid acceleration in global economic activity and our dramatically increased demands for critical, finite natural resources undermine our pursuit of continued economic prosperity (Najam, A., Runnalls, D. Halle, M.). Under the globalisation process, firms gain free access to exploit natural resources of one country to another without any restriction. Non renewable resources like petroleum and gas sooner will be depleted over the years through uncontrollable exploration and productions. These impose serious environmental cost as well as the influencing the future direction of oil and gas industry. Sustainability of PETRONAS and other petroleum companies is deemed to be affected as petroleum product is source of revenue of the industry. Therefore, finding replacement of these depleted resources through invention of new technology is crucial to sustain the companies the industry. 3.22 Changes in foreign environmental laws and regulation In order to protect the environments, some countries might enact additional environmental legislation and regulation regarding exploration and production of oil and gas, petroleum, petrochemical products and other activities. Environmental law and regulation would limit or prohibit the company on drilling activities within protected areas and certain other areas; and impose penalties for pollution resulting from oil, natural gas and petrochemical operations, including criminal and civil liabilities for serious pollution ( Green Forward, 2008-2010). These would incur significant unforeseen expenditures for PETRONAS to comply with such requirements, which could adversely affect on PETRONAS business, financial condition and results of operations in overseas. Therefore, PETRONAS is in disadvantage because of taking longer time to response the changes in foreign environment laws and regulation attributes to its centralised management structure which connected globally 3.23 Risk of Brain Drain During the year under review, the shortage of critical skills faced by the oil and gas industry represented the key people related challenge faced by PETRONAS (PETRONAS, 2010). With the globalisation effect, PETRONAS could have enjoyed the benefit of penetrating and extracting talents in different countries by setting up overseas operations. However, it put the company at risk of brain drain in worldwide operation. Brain drain is referring to the net loss of a countrys highly trained and skilled manpower through migration (WebFinance, 2010). This is because globalisation process improves the mobility of skilled labour to move around the world freely. This means workers are becoming active information seekers and concern about their benefits in the organisations. Conveniences of knowledge sharing like pay standards and job opportunity via Internet able to influence the workers decision on staying in the same organisations. If PETRONAS Malaysia unable to offered attractive incentive to motivate skilled workers, the company is likely to find very difficult to retain the higher skilled workers who attracted better remuneration and benefits from companies in developed countries such as UK, Middle East, and so on. 4.0 Recommendation Figure Ansoffs Matrix Strategy Source: http://www.franteractive.net/resources/Ansoff-Matrix.GIF 4.10 Diversify to innovative green technology In order to overcome the potential impact, PETRONAS should not over dependence on natural resource like oil and gas to sustain the company future. PETRONAS is recommended to acquire new market with new product line through diversification. The company could focus on developing green technology as the environment preservation is key concern of around the world. Thus, PETRONAS is recommended to develop alternative fuels such as converting plastic waste to fuels, wastewater to fuels and so on which are considered economical to consumers yet reducing the pollution and damages to environment. In Malaysia, PETRONAS should emphasize on recycle energy supply technology by turning garbage into energy because Malaysian produced 23000 tonnes of garbage each day. With this technology, PETRONAS could form partnership with local electricity producer, Tenaga Nasional Berhad (TNB) as a way to increase its competitive advantage of diversification in energy industry over other oils and gas competitors as well as improving the environment status in Malaysia. 4.20 Reposition PETRONASs image By addressing the environmental problem causing by exploration and production activities, PETRONAS has been investing on its corporate social responsibility (CSR) centred on enhancing the education and community programme in Malaysia and abroad. In Vietnam, PETRONAS contribution to the nations development through education was recognised through the Certificate of Merit in Education by the President and Deputy Prime Minister of Vietnam in 2010 (PETRONAS, 2010). But still there is a limitation of the companys CSR direction which should be refocuses on preserving the environments. Therefore, it is important for PETRONAS to reposition its image to be responsible and environmental concern oil and gas corporation. The company has to be alert of the changes foreign environmental laws and regulation as well as filling Environmental Assessment (EIA) before setting up exploration, production, refining and chemical projects in overseas. The company should increase investment on its research an d development by reducing the air emission and discharges resulting from the operation of natural gas processing plant, chemical plants, refineries, pipeline system. 4.30 Retain talents with attractive incentives program and growth PETRONAS believe staff is selflessly built, nurtured and grown under the corporation share value of loyalty, integrity, professionalism and cohesiveness. PETRONAS should continue its CSR on providing quality education in each country as a way to recruit talents from amongst the local and overseas graduates. However, retaining the existing high quality staffs of PETRONAS is a prominent factor to sustain the future of the corporation. Therefore, PETRONAS should increase the human empowerments by offering occupational mobility along both the technical or managerial tracks and ample opportunities for learning and growing. PETRONAS should also launches special incentive program to motivate staff through giving bonuses, company trips and other staff benefits. In this way, staffs would find themselves appreciated and more willing to serve the company with loyalty. 5.0 Conclusion From time to time, the most distinct globalisation impact on PETRONAS is the politics instability of oil exploration and production countries followed by the global competition of building market share as well as the oil and gas resources. The trend of technology transfer under globalisation, on the other hand, has benefited PETRONAS of capturing technical skills from overseas partners but it also leads PETRONAS losses its competitive advantage through transferring patented technologies while exploring other countries. Potential impact of globalisation would be the depletion of resources, changing environmental law and regulation and loss of human capital which are needed to take account by PETRONAS of sustaining its global presence in the coming future. In order to mitigate the actual globalisation impacts, PETRONAS has to strengthen its politics and religious affiliation with oil production countries for the future benefit. As for resolving the potential impact, PETRONAS is recommended to perform diversification in innovative green technology as the world is stressing on environment preservation. In addition, the company needs to reposition its global image not only by means of its current corporate social responsibility that solely focus on regional education but it should be more focus on environment preservation. Next, PETRONASs re-evaluate their incentives plan to avoid brain drain problem which high skilled workers are poached by competitors in developed countries. As a conclusion, it is important for MNC to join hand with government to mitigate the globalisation impact. PETRONAS strategy of growth through joint venture and partnership in the global is a brilliant way of reducing business risk. But without the effort of Malaysia Government of being proactive in developing politics and religious affiliation with Middle East countries, PETRONAS can never gain the opportunity to explore in these countries. Therefore, PETRONAS has to maintain its current competitive advantage as well as keep an eye on the unknown impact of globalisation. 2897 words

Willy Loman as a Tragic Hero in Death of a Salesman Essay -- Death Sal

Willy Loman as Tragic Hero in Death of a Salesman Willy Loman, the troubled father and husband in Arthur Miller's Death of a Salesman, can be classified as a tragic hero, as defined by Aristotle in his work, Poetics. In Aristotle's Poetics, a tragic hero was defined as one who falls from grace into a state of extreme despair. Willy, as we are introduced to him, becomes increasingly miserable as he progresses from a dedicated, loving father, though not without flaws, into a suicidal, delusional man. The definition of a tragic hero, as stated in "Poetics," also describes a person who is influential and is of significance to others. Though, in actuality, Willy Loman may not possess these characteristics, he perceives himself as having them as he cares for himself, his children and his wife. A final distinction noted by Aristotle was that a tragic hero is not a bad person deserving of his impending misfortune, but instead, has made a series of mistakes leading to his downfall. We can see that Willy does not purposely create this harmful situation for himself, he is only ignorant that certain actions of his are wrong, which contribute to his self-ruin. Willy Loman therefore personifies the attributes of a tragic hero as proposed by Aristotle.   Ã‚  Ã‚   Willy, with a house, a car, a job, two sons whom he adores, and a supportive, caring wife, seems to have everything that any man could ever want. He manages, however, to alienate himself from these things that he loves near the end of the play as he slips into a self-induced state of altered reality. Willy, being "...lonely...terribly lonely" (Miller, page #) has an affair with a woman during his marriage to Linda. Even though Linda is not aware of this, or makes no mention of ... ...id not keep his sales skills sharpened, but he never purposely hurt the people in his life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Through the actions of Willy Loman, and the reactions of those around him, we can see that his character follows the model of a tragic hero presented by Aristotle in his works, "Poetics." Willy passes through life in a path that begins with prosperity, as evidenced by his possessions and successful family, and ends with misery, when he loses his job and commits suicide. Willy has indeed made mistakes in his life, and we can recognize that they are mistakes and were never intended to harm anyone, but instead to satisfy his own needs. These characteristics then, by Aristotle's determination, make him not a "wicked man" (Aristotle, 1303), and not a virtuous man, but "a man whose place is between these extremes"; (Aristotle, 1303) by definition, the tragic hero.

Quality education Essay

For years, I have witnessed how the art of teaching had evolved and it keeps on evolving. Every year, the teaching practice is revised; old techniques are changed with new approaches suiting the new generation. Unknowingly, teachers are pressured to cope with all these changes yet with their dedication, they find means to give quality education to us students. With this article, teachers are given a new way to teach young minds. I strongly believe that a child’s first steps to learn language and literacy are the most crucial ones. His first learning and experiences in school will serve as his foundation throughout his life. I could see the importance of teachers in this stage. Thus, teachers should be competent enough to develop the child. The new approach discussed in the article promotes interactive teaching and interactive learning and as a student, I agree with this approach. By using this approach, students are encouraged to talk and participate and as a result given more chance to express their thoughts and ideas in class well making it easy for learning. As I see it for the teachers’ side, it would be more convenient for them to listen to their students’ responses and so they could understand their knowledge and thinking, as well as correct some misunderstandings and misconceptions. On the other hand, it was stated in the article that other teachers might be hesitant to apply this new approach with their fear of losing classroom control, and I understand that since some students, when given freedom to speak, misuse it. Nevertheless, as a learner, I am very open to this approach and I appreciate this article for helping teachers in acquiring new techniques for their profession and also for helping students learn language better which is their foremost step to literacy and quality education.

Thorn Queen Chapter Twenty-Four

It tasted as bitter as always, but as I drank, Markelle lifted her eyes. There was nothing obvious in them, no wink, no expectation. Yet, somehow, I knew. I knew. It was the fake again. Satisfied that I'd swallowed it all, Abigail gave me a withering glance. â€Å"We need you cleaned up. That fool is coming for you again later tonight, and he did a number on that dress last time. He wants you looking good, though, so†¦Ã¢â‚¬  She gave a half-hearted shrug. Naturally, I couldn't tell her that my dress's rumpled and slightly torn state had nothing to do with Leith's sexual aggression, but, rather, an angry spirit bent on killing me. Markelle's eyes were downcast once more. â€Å"Should I get her a new dress?† â€Å"No. You've got to clean up too. Art's going to be here in a little while for you.† The girl flinched, but Abigail didn't seem to notice. But then, why would she? She didn't notice any of these girls, not really. And I knew what those words meant. Markelle's time had come. â€Å"I'll send in that freckled one, once she wakes up again.† I realized that she was me and that I should allegedly be going under. I sank back against the covers, blinking like I was trying to stay awake. The two of them left, Markelle giving me one last fleeting glance. There were a lot of things in her wide eyes as she looked at me. Fear. Hope. Anxiety. I exhaled once they were gone and sat up. Plan time. My muscles were still weak, but they reminded me more of what you'd feel after a hard run. What had Markelle said before? Twelve hours was the normal dose? I was at that point. The nightshade had to be significantly wearing off. Theoretically, my magic should be returning too and- â€Å"Why, hello,† I murmured. I'd sent my mind out into the room and had just barely-barely-felt the tingle of air and water. I wasn't going to be blowing anyone apart soon, but the magic was coming back. And when it did, these assholes were fucked. But I needed to wait this out. I wasn't going to jump the gun like I had with Volusian. Every minute brought the magic and my strength back. I had to use this downtime to assess the situation. Abigail was in the house still. Art and Leith were eventually coming back-together or apart, I didn't know. The one thing I felt confident of was that I did not want to face all of them at the same time. That meant Abigail had to be taken out first, but I was going to need help. In what must have been a little over an hour, Cariena slipped in with a pink silk dress. It reminded me of something Maiwenn would wear. Apparently, no one had gotten the memo that redheads don't wear pink. I stood up and took the dress from Cariena, promptly tossing it on the bed. She looked aghast that I'd gotten up without falling over. Considering all that had happened recently, I couldn't blame her. â€Å"Your m-majesty, what-â€Å" â€Å"Cariena, we're getting out of here.† â€Å"We can't!† â€Å"Oh, we can, and we are. Where's Markelle?† I had a feeling I was going to need an accomplice with a bit more boldness. â€Å"And Raina?† I rarely saw the third gentry girl around here and had no clue to her attitude, but she needed to be accounted for. â€Å"Raina's in her room. She was-disrespectful. And Markelle is preparing herself.† Preparing herself for a lifetime as a sex slave. I grimaced. â€Å"And Abigail?† â€Å"She's upstairs. Watching†¦Ã¢â‚¬  Cariena groped for the unfamiliar word. â€Å"†¦the television.† â€Å"Okay, okay.† My mind was spinning now. It seemed to be recovering faster than my body. â€Å"Here's the deal. I need a weapon. Is there anything you've seen that would work as one?† â€Å"We can't do this. We can't-â€Å" â€Å"We can,† I ordered, making my voice hard and fierce. This girl had been beaten into weakness, and if those shamans scared her, I would make sure that I-her queen-scared her more. â€Å"And you will obey me. You're my subject. You'll get out of this alive-I swear it. You'll see your family.† She was still scared out of her mind, but she gave a weak nod. â€Å"I see Abigail and the Red Snake Man carry weapons, but there are none around. I couldn't touch them anyway.† â€Å"Alright. We'll make do with†¦hey, is the garage attached to the house?† â€Å"Garage?† â€Å"Another building. One where they keep cars.† I recalled the garage but didn't know if it connected directly to the house. Surely she knew what a car was. She nodded. â€Å"Yes. They go in and out of it sometimes. It's attached to the kitchen.† â€Å"When you come down here, whose room do you pass first out there in the hall? Mine or Markelle's?† â€Å"Yours†¦Ã¢â‚¬  Cariena was clearly puzzled now. â€Å"Perfect. I know what we're going to do. Take me to Markelle.† There was a moment's hesitation, and I knew this was the turning point of whether she could help or not. The door was unlocked; I didn't need her. But if I didn't have her assistance, I'd have to knock her out to keep her out of the way. â€Å"This way,† she said at last. Markelle nearly threw herself into my arms when we walked into her room. â€Å"Your majesty! I knew you'd do it. I knew you could†¦Ã¢â‚¬  She wore a strappy little red sundress and had been applying makeup. Funny. I got dressed up like gentry royalty, and the girls here were dressed like human whores. â€Å"Shh,† I said. â€Å"We're not out of here yet.† I hastily whispered my plan to them. Markelle understood instantly, and although Cariena still seemed terrified, she also appeared determined. I returned to my room, body tensed for action as I waited for my plan to unfold. Pressing my ear to the closed door, I listened as Cariena's feet thudded up the stairs. Presumably she spoke to Abigail, but I couldn't hear anything. A few moments later, two sets of feet came downstairs, walked past my room, and went to Markelle's. I opened my door a crack to make sure the hall was empty. Next door, I could hear Markelle having the nervous breakdown we'd planned-saying she was afraid to leave, afraid to meet this man, didn't know what to wear†¦. Abigail, clearly irritated, began to scold her, much as she had responded to Leith's whining. I waited to hear no more and turned in the opposite direction, heading for the stairs. When I reached the main floor, I did a double-take. The house was beautiful, all new construction and designer decorating as befitted the neighborhood Art lived in. The gentry sex dungeon below us kind of detracted from the maple cupboards and crown molding, though. All the curtains were closed, the windows covered with iron grating, and outside I could just barely make out the Sleeping Beauty hedges blocking the windows too. Art's lawn maintenance had been about more than aesthetics. The patio drapes I'd so admired weren't laced with silver thread. It was iron. The garage was adjacent to the kitchen, just as Cariena had said. The top half of the door leading out to it had a window covered with more iron grating. I turned the doorknob. Locked. There were no signs of keys anywhere, which meant I'd have to do it the hard way. First, I double-checked the kitchen and living room, looking for any other weapon options. On a good day, I could have taken Abigail with my own fists. This was not a good day. Kitchen drawers revealed butter knives, nothing sharper. With a sigh, I returned to the garage door. This was it. The grating was loosely bolted, enough to keep it up and prevent the girls from touching it. Hoping I'd gained enough strength, I gripped the sides of it and tried to jerk it off. For a moment, nothing happened. Then, in one movement, it ripped from the wood. I froze, waiting to see if anyone downstairs had heard, but the deed appeared to have been performed fairly silently. The next part, I knew, would not be so quiet. I dragged a chair up to the door and then grabbed a smaller stool used to get into high cupboards. It was metal and had some heft to it. Would it be enough? I stood on the chair and swung the stool forward into the door's window. Yup. Enough heft. More than half of the glass broke. One more swing got the rest of it out, and I climbed through the hole into the garage. The whole maneuver was a bit awkward on my part; I wasn't in that good of shape yet. But, I made it through, incurring only a few cuts on my arms and legs. I knew, however, I was seconds away from Abigail's arrival. There was no way that breaking glass had gone unnoticed. Small patches of light streamed into the darkened garage from narrow windows as I peered around. Yes, it was a normal garage-albeit it one with a Jaguar in it. I guessed that was why Art had to keep the SUV in the driveway. Part of me wanted to go kick in the car's door, but there was no time. I had to assess the garage's other contents. Scattered tools. Bags of fertilizer. Art's gardening equipment. A heavy metal wrench held my attention for a moment, but then I decided I needed more leverage with my weakened state. I selected a shovel from Art's gardening stash, its scoop heavy metal and wooden handle sturdy. From inside the house, I could hear shouting. It wasn't going to take Abigail long to figure out where I'd gone when she saw the glass. Grateful for the darkness, I darted over to the side of the door that led into the house, pressing myself as flat as I could against the wall. There was a click as the door from the kitchen opened, but no one came out right away. I could picture Abigail standing there, looking around for any sign of me. After several heavy seconds, I saw a hand holding a blade-an athame-come out the door first, defensively positioned in case I came charging at her. That wasn't my intent, though. I wanted to get her from behind. She took one step out, still cautious and slow, looking around everywhere. I had to give her credit for that. She didn't just barrel forward; she knew I might be waiting by the door. And in fact, when she looked in my direction, that's exactly what I was doing. My shovel hit her in the side of the head before she could react. She crumpled to the ground, athame clattering against the concrete floor as it fell from her hands. I knelt down and immediately scooped it up and left the shovel. There was a bloody mark where I'd struck her, and her eyes were only half-open. My hand checked her pulse and found she wasn't dead yet. She was going to have a hell of a headache or concussion when she woke up-which wasn't something I could allow to happen any time soon. I left her lying there on the garage floor and stepped back into the kitchen. I opened a few cupboards and found what I'd hoped I would: the household's stash of medicine. Tylenol, multivitamins, et cetera. Behind them were a couple of prescription bottles. One I didn't recognize, but I thought it was some sort of heart medication. The other was Ambien, and I smiled. Just like me, a lot of shamans were insomniacs. I popped a pill out of the bottle, reconsidered, and grabbed a second. I then propped up Abigail and managed to shove the pills down her throat, with the help of a glass of water and some acrobatics with my fingers. â€Å"Payback's a bitch,† I said when her reflexes kicked in and she swallowed the pills the rest of the way. She wouldn't be waking up any time soon. I stepped back into the kitchen and saw all three gentry girls standing there and staring at me. Cariena and Raina looked afraid. Markelle, though she bore a red slap mark on her face from the confrontation earlier with Abigail, looked excited and defiant. I ordered them to carry Abigail downstairs and lock her in one of the rooms. I didn't know which way Art would enter the house and couldn't risk him finding her on the garage floor. Of course, if he did come in through the garage, the shattered glass was going to be a dead giveaway that something was up. Before they took Abigail away, I frisked her, hoping to find another weapon. Nope. Just the athame I'd already taken. I did, however, discover something nearly as useful: a set of keys. On the ring were several tiny keys, the ones that opened up the iron cuffs and bracelets the girls wore. Once they'd stashed Abigail away, I removed all the iron. Relief flooded the girls' faces, and I scowled when I saw the welts and bruises left from where iron reacted with gentry skin. â€Å"You should have your magic back,† I said, reaching for the phone. â€Å"We can use it when we get out of here. What can you guys do?† I was dialing Roland's cell phone, and the girls described their magic to me as the line rang. Cariena had a knack for helping plants grow, kind of like Shaya. Raina had some healing ability. Markelle could summon beams and balls of light. I disconnected when I got Roland's voice mail and promptly dialed Kiyo. â€Å"Son of a bitch,† I muttered. None of the girls' powers were going to help us. And honestly? It wasn't a surprise. If I were Leith and had wanted to catch girls who would make docile servants, I too would have picked ones with little or no offensive magic. Kiyo's phone rang only once before going to voice mail, meaning it was off or he was in the Otherworld. I hung up and prepared to dial my parents' home number. If Roland hadn't answered his cell, he likely wasn't home either, but I had to try. Before I could punch in the numbers, I heard the sound of keys at the front door on the far side of the house. I turned to the girls. â€Å"Downstairs!† I hissed. â€Å"Now!† Markelle looked like she would have stayed, but a stern glance from me sent her scurrying down with the others. Meanwhile, Art's voice rang through the house. â€Å"Abigail?† I'm not sure how he knew something was wrong. For all he knew, Abigail could have just been downstairs. Maybe it was just some sixth sense, but I heard him hurrying down the hall toward the kitchen, footsteps fast on the hardwood floor. I had a split second to react, no chance to find a hiding spot as I had with Abigail. Surprise was my greatest weapon now. As soon as he entered the room, I leapt on him with the athame. The thing that gave me a fighting chance was that he'd armed himself too well in his wariness, a gun in one hand and an athame of his own in the other. Full hands prevented him from fully deflecting my attack, though in many ways, the strength of his arms were more than good enough to block the worst of it. I got a swipe in on his face, however, gaining a fair amount of satisfaction in seeing the blood it produced. â€Å"You bitch,† he said, circling with me in the kitchen as we each sized each other up for an attack. â€Å"Where's Abigail?† â€Å"Taking a nap,† I said. I gave him a wicked smile, hoping I sounded stronger than I felt. With that one shove alone, I'd been painfully reminded that I was not in peak condition quite yet. I couldn't let him know how weak I was. â€Å"Don't worry. You can join her.† â€Å"I knew I shouldn't have let him keep you here,† Art growled. â€Å"I should have made him drag you back by your hair to your own fucking world like a caveman. But he was too afraid they'd find you.† â€Å"It's too late. They know I'm here already. See the phone? I got a call in just before you arrived.† A lie, but an effective one as it turned out. Art's eyes flicked to the portable phone lying on the kitchen floor. It had come open when I dropped it, and the battery lay nearby. With that slight distraction, I tried again, lunging toward him. I got a kick in-not as strong as one of my usual ones, particularly since I was still in that fucking gentry dress-but enough to throw him off-balance. He was still stronger and faster, though. He'd dropped the athame earlier and grabbed me with that free hand, wrenching my arm painfully to get me to drop my athame. In his other hand, he held the gun but seemed hesitant to use it. At last, his hand was too strong, and my fingers unclenched, releasing the blade and leaving me defenseless. Triumphant, Art slammed me back against the cupboard and tried to turn me around, probably to bind my hands. I'd noticed a glitter near his pocket earlier and suspected he had handcuffs on him. I fought him the whole time, refusing to turn around, and with only one hand free, he had a bit of difficulty in maneuvering me. â€Å"Stop struggling, or I'll blow your head off,† he yelled. â€Å"No one's coming, and you know it. Play nice, or there's nothing that Leith can offer me to keep you alive.† â€Å"I doubt that. Your whoring operation seems to bring in a lot of money. Are you going to give that up so easily?† â€Å"There are other ways to get gentry girls,† he grunted, still trying to shove me around and subdue me. The unfortunate thing was, he was getting closer. My strength was rapidly fading. â€Å"Other people will make deals. I don't need Leith or his half-breed whore to-ah!† I saw the chair before I saw Markelle. It was the one I'd used to climb through the garage door. Abigail had shoved it aside when she went outside, and now Markelle had snuck up and clobbered Art with it from behind. It was hardly a blow to render him unconscious, but it caused him to release me and stagger back. Markelle immediately scrambled away, but Art's attention wasn't on her. His eyes were back on me. Weak or not, I knew I had to use that opening to take him down. I surged forward again, fists ready and- He shot me. So help me, that bastard shot me. The bullet took me in the right shoulder, and I flew back against the cupboards, sinking down to the floor as my left hand instinctively flew to the wound to stop the blood. Art walked swiftly toward me, gun pointed down. â€Å"The next one goes through your heart,† he said. â€Å"Now turn around and put your hands behind your back.† â€Å"I'm kind of fucking bleeding here,† I snapped back. My shoulder was on fire, and I couldn't even really move my arm. â€Å"How much more incapacitated could I get?† His smile was bitter. â€Å"Eugenie, you won't be incapacitated enough until you're dead.† I saw Markelle come up behind him again. Her chair was gone, but her fists were out as she pounded him on the back, desperately trying to get him away from me. It was noble and tugged at my heart, but I wanted to yell at her to get the hell out of here. She was no more than a mosquito to him. With ease, he turned around and backhanded her, and I swear, she hit the floor harder than I had when I was shot. In those fleeting seconds, I snaked one of my feet out as hard as I could manage and hit Art in the shin. He stumbled, leg buckling, but didn't fall. The gun, however, did fall from his hands. It hit the floor with a clatter and slid far out of my reach-but not out of Cariena's. She'd apparently been standing on the far side of the kitchen this entire time. When the gun slid up to her, the timid girl didn't hesitate. She picked it up-screaming as her fingers made contact with the metal and polymers-and slid it back across the floor to me. I grabbed it. All the while, Art's eyes had been following the gun's journey, so when it came to my hand, he was facing me. I had the gun aimed in a flash, and while I wasn't a great shot with my left hand, I wasn't horrible either. No hesitation: I fired. The bullet bit into his chest, and he fell backward, blood immediately pouring from the wound. I'd hit the mark. Markelle and Cariena ran up to me, Raina following moments later. â€Å"Are you all right?† exclaimed Markelle. â€Å"Me?† I asked incredulously. â€Å"He smacked you across the room.† She shrugged. â€Å"They've done worse since I've been here.† Between the three of them, they managed to help me to my feet without putting too much pressure on the wounded shoulder. Raina attempted some of her healing magic-maybe I'd been too quick to dismiss their powers after all-and we found bandages to wrap the wound. Her power only lessened the pain; she could do nothing more extensive. â€Å"It's made of iron,† she said apologetically. Of course it was. Art would have had it loaded for wayward gentry. â€Å"It's okay. I'm fine.† We were back in the kitchen, and I was leaning against the counter, attempting to straighten the bandage. We were all kind of trying to ignore Art's body. â€Å"Okay. I can try to call for help again, but I think we need to get out of here on foot. I know where the gateway is, and it's kind of a long ways, but we should be able to-â€Å" â€Å"Eugenie? What's going on?† I'd set the gun on the counter while tugging my bandages straight, but in the blink of an eye, the revolver was back in my left hand, pointed toward the new addition in the kitchen. I knew the voice before I saw the face. How could I not? I'd been listening to that voice over and over this whole week, both sleeping and awake. A voice that was a contradiction because it promised love and devotion while only delivering pain and humiliation. I'd numbed out the worst of it with sheer will and the nightshade's effects. But now, pumped full of adrenaline, on the verge of escape and in control of my senses, the true magnitude of it all slammed into me. The horror. The terror. The helplessness. Emotion after emotion burned through me, but in the space of a breath, my mind immediately dispatched any feelings that wouldn't help me right now. That left only the dark ones. Rage. Fury. Malice. I tightened my hold on the gun and narrowed my eyes at the man I hated most in the world. â€Å"Hello, Leith.†

Conjugation of French Verb Entrer (to Enter)

Conjugation of French Verb Entrer (to Enter) The French verb  entrer means to enter and its a very useful word to know. As you use French in more conversations or travel to French-speaking regions, youll find forms of  entrer  everywhere. Just like with all verbs, when we want to say entered or entering, the verb needs to be conjugated. A short lesson will demonstrate how to do that. Conjugating the French Verb  Entrer Entrer  is not only a very common verb, it also follows a very common verb conjugation pattern. This is a  regular -ER verb  and it shares the same infinitive endings with similar verbs like  enseigner  (to teach),  exister  (to exist), and many others. As with all French verb conjugations, begin by identifying the verb stem:  entr-. We can then add a new ending to match the present, future, or imperfect past tense with the appropriate subject pronoun. For instance, I enter is jentre and we will enter is nous entrerons. The easiest way to memorize all these verb forms is to practice them in context. Luckily, there are plenty of opportunities in everyday life to utilize  entrer. Subject Present Future Imperfect j' entre entrerai entrais tu entres entreras entrais il entre entrera entrait nous entrons entrerons entrions vous entrez entrerez entriez ils entrent entreront entraient The Present Participle of  Entrer The  present participle  of  entrer  is  entrant. Not only is it a verb, you can also use it as an adjective, gerund, or noun in some circumstances. The Past Participle and Passà © Composà © To express the past tense entered, you can use either the imperfect forms or the  passà © composà ©. Forming the latter is quite simple and you might find it the easier option of the two. To construct it, begin by conjugating the  auxiliary verb  Ãƒ ªtre  according to the sentences subject pronoun. Then, add the  past participle  entrà ©. As an example, I entered becomes je suis entrà © and we entered is nous sommes entrà ©. More Simple  Entrer  Conjugations Should you find that the action of entering is subjective or uncertain, use the subjunctive verb mood. Similarly, the conditional verb mood implies that entering will only occur if something else happens. The possibility of needing the passà © simple or the imperfect subjunctive is low. Thats because these are primarily reserved for writing. Yet, knowing them will help your reading comprehension. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive j' entre entrerais entrai entrasse tu entres entrerais entras entrasses il entre entrerait entra entrà ¢t nous entrions entrerions entrà ¢mes entrassions vous entriez entreriez entrà ¢tes entrassiez ils entrent entreraient entrà ¨rent entrassent Forming short, direct commands or requests is very easy with the imperative verb form. When using this, the subject pronoun is not required, so tu entre can be entre. Imperative (tu) entre (nous) entrons (vous) entrez

How to Write a Homeschool Progress Report

How to Write a Homeschool Progress Report For many homeschool families, tasks for wrapping up the school year include writing an annual progress report or compiling a portfolio. The job doesn’t have to be stressful or overwhelming. In fact, it’s often a delightful opportunity to reflect on the complete school year. Why Write a Homeschool Progress Report? A progress report may seem unnecessary for homeschooled students. After all, isnt the point of a progress report to let parents know how their children are doing in school? Its true that, as a homeschooling parent, you dont need a report from your childs teacher to know how he is advancing academically. However, for some reasons you might want to complete an annual assessment of your students progress. Meeting state laws.  The homeschooling laws for many states require that parents write an annual progress report or compile a portfolio for each student. Some parents must submit the report or portfolio to a governing body or an educational liaison while others are only required to keep such documents on file. Assessment of progress.  Writing a progress report also provides a means for objectively assessing how much your students have learned, experienced, and accomplished over the course of the school year. Comparing these reports year after year can reveal your child’s strengths and weaknesses and help you chart their overall academic development. Feedback for the nonteaching parent.  Progress reports can provide an interesting snapshot of your homeschool year for the non-teaching parent. Sometimes the teaching parent, who is with the kids every day, doesn’t realize all the moments that the nonteaching parent misses. Feedback for your students.  A homeschool progress report  can provide valuable feedback for your students, helping them identify areas that need improvement and recognize patterns of strength. Consider having your students complete a self-evaluation to include with the report you write. Providing a keepsake.  Finally, detailed homeschool progress reports become cherished keepsakes over the course of your childs school years. Writing a report for your first-grader may seem an unnecessary  chore, but you’ll read it with fondness when she’s about to graduate high school. What to Include in a Homeschool Progress Report If youve never written a progress report, you may be unsure what you need to include. Your states homeschool laws may dictate the components to some degree. Beyond that, a progress report can be as concise or as detailed as youd like to make it. Basic details.  A homeschool progress report should include basic, factual information about your student, regardless of whether you are required to  submit it  to anyone. You will likely enjoy looking back over these reports as your student  gets older, so be sure to include details such as age and grade level, along with a photo. Resource list. Include a resource list for your school year. This  list may include the titles and authors of your homeschool curriculum, websites visited, and online classes. You may also want to add a course description for the classes your student completed. List the titles of books your children read as well as family read-alouds.  Include outside classes such as co-op, driver’s education,  or music. List any nationally standardized tests your students completed along with their scores. Activities.  List  your student’s  extracurricular activities, such as sports, clubs, or scouting. Note any awards or recognition received. Log volunteer hours, community service, and part-time jobs held. List any field trips taken. Work samples.  You may wish to include work samples such as essays, projects, and artwork. Include photos of hands-on projects that your students complete. You can include completed tests, but dont use those exclusively. Tests dont show the full spectrum of your students education. Even though you and your student may want to forget the areas of struggle, keeping samples that capture them can help you see progress in the coming years. Grades and attendance.  If your state requires a certain number of school days or hours, include that in your report. If you give formal grades, even satisfactory or needs improvement, add those to your progress report. Using a Scope and Sequence to Write a Progress Report One method of writing a progress report is to use the scope and sequence of your homeschool materials to help you outline the skills and concepts your child has started or mastered. A scope and sequence is a list of all the concepts, skills, and topics that the curriculum covers and the order in which they are  introduced. You can find this list in most homeschool curricula. If yours doesnt include it, check the table of contents’ main subheadings for ideas on what to include in your childs progress report. This simple, somewhat clinical method is a quick and easy option for meeting state laws. First,  list each subject you covered in your homeschool during the year. Some examples include: MathHistory/social studiesScienceLanguage artsReadingArtDramaPhysical education Then, under each heading, note the benchmarks your student achieved, along with those that are in progress and those to which he was introduced. For example, under math, you might list accomplishments such as: Skip counting by 2s, 5’s, and 10’sCounting and writing to 100Ordinal numbersAddition and subtractionEstimationGraphing You may want to include a code after each, such as A (achieved), IP (in progress), and I (introduced). In addition to your homeschool curriculum’s scope and sequence, a typical course of study reference may help you to consider all the concepts your student has covered over the year and help you identify those she may need to work on next year. Writing a Narrative Homeschool Progress Report A narrative progress report is another option- a bit more personal and composed in a more conversational style. These can be written as a  journal entry snapshot, indicating what your children have learned each year. With a narrative progress report, you as the homeschool teacher  can highlight a student’s progress, include observations about areas of strength and weakness, and record details about your child’s developmental progress. You can also add notes about any  academic struggles you’ve observed and areas  on which you’d like to focus on in the upcoming year. Whichever method you choose, writing a progress report doesn’t have to be tedious. It’s an opportunity to reflect on all that you and your homeschooled students have accomplished during the year and begin to focus on the promise of the upcoming year.

Analysis Of Budget Airline Company Indigo Airlines Tourism Essay

Analysis Of Budget Airline Company Indigo Airlines Tourism Essay Indigo airlines are planning to introduce new promotional offers for the potential customers. The aim of the organisation is to increase the current market share by at least 30%.The goal of this marketing plan is to outline a new marketing strategy to attract the potential customers from other airlines, to attract the first time travellers as well. The demographic for the organisation consists people of all age groups with average income and middle class life style. In a recent survey it has been found that in India more than 20% people prefer air travel more than any other transport facility. Due to the sudden increase in the market for airline travel it can be said that it is easy to capitalise on the current image of the firm, however it could be a little difficult to gain competitive advantage in front of the competitors. Quality for the firm is the most important thing so quality can never be compromised with and that is the motto of the firm. 1. Introduction Organization and p roduct Indigo airline is a low cost airlines company operating from India since 2006. It has been very successful in the low cost airlines business from the time they have begun operations. They are one of the market leaders in the low cost airlines service providers and have a very good reputation in the Indian market. The reason for their good reputation is because of their punctuality and the service that they provide. Indigo airlines are currently catering to the needs of the domestic travellers in India and have been flying the sky since 2006. It has gained advantage in the market due to the punctuality and the prices that they offer to the customers. The need for new product offers arise from the increasing market which is growing at a rapid rate. The new offers for the airlines can not only attract potential customers but can also attract the loyal customers of other airlines as it would be very cost effective making it affordable. â€Å"The award-winning low-fare airline th at is redefining the airline business in India bagged the NDTV Profit Business Leadership Award 2009 in the category of Aviation†. (ndtv.com) Strategic Plan and Focus To achieve the firm’s strategic direction, the firm’s objectives, mission, aims, goals and competitive advantage have been created to offer an image and vanguard for the firm’s success. In accumulation, to determine the extent of the services and products that are offered by the organisation, and the primary environmental commitment towards nation and the aviation industry, are also important aspects of the company’s strategic direction and focus. Mission Statement Indigo airlines aims to become the number one leader in the low cost airline industry of India, offering the best service and ensuring highest standards of quality at low cost to the customer. Goals and Objectives Non- Financial Indigo airlines aim to attain the utmost rank of customer satisfaction in terms of the service an d products offered by the firm. The management ensures that the highest standards of quality are in place at every level to ensure 100% customer satisfaction.

The Focus Groups Research Paper Example | Topics and Well Written Essays - 500 words

The Focus Groups - Research Paper Example In the groups, questions are asked in an interactive way and the members are allowed to socialize among themselves in a free manner (Stewart et al 2006, p.55) There are a many of reasons that make focus groups different from one-to-one interviews. One of the differences is that focus groups give a room for a person to gain information from the society’s cross section. It also enables a person to obtain multiple views at once. On the other hand, in one on one interview the research is targeted on only one person and, therefore, the cross section of the society is not fully represented. The one on one interview only allows only single point of view at a particular time as opposed to focusing groups. One on one interview allows the interviewer to obtain deep information from a person. It can be very essential when a particular person has much knowledge about a particular aspect. However, the focus group limits the availability of deep information from the study participants (Rubin & Rubin 2005, p.67). Group interviews have numerous advantages over one on one interview. One of the benefits is that the focus groups give room for interaction among the group members. It gives an advantage of generation of new thinking concerning the topic in consideration. The focus groups are dynamic in nature. Due to this fact the moderator can be able to modify the topics. There is also the ability to utilize the nonverbal behaviors of the participants. However, there are issues that one needs to be aware of the focus groups. There are cases when they can be influenced by the dominant people. Secondly they cannot be effective when sensitive issues are concerned. The findings of the groups are not projectable. It means that this cannot be compared to the results achieved by other methods of research. The environment that is created by the groups is artificial and there are chances that

How Can Piagetian Theory be used to facilitate teaching activities in Term Paper

How Can Piagetian Theory be used to facilitate teaching activities in learning centers - Term Paper Example He emphasized the use of questioning that lead children to think philosophically and designed tasks that call upon high-level cognition; problem solving, reasoning, and understanding of complex concepts (Siegler & Ellis, 1996). To Piaget, children’s cognitive behaviour is intrinsically rather than extrinsically motivated. Even if it is a fact that social interactions and other reinforcements influence how a child thinks, Piaget maintains that children learn and think naturally because they are designed and have been evolved to do so. He came up with the Stages of Cognitive Development because he believed that intellectual development is influenced by both maturation and experience. â€Å"Cognitive development is indicated by a growing ability to plan, to employ strategies for remembering and to seek solutions to problems† (Brewer, 2001: 26). Piaget describes that cognitive development of children progress in stages. The initial stage is the Sensorimotor Stage of babies and toddlers. This period is characterized by interactions with the environment based on the child’s reception of sensory input and muscular reactions. The task of this period is to develop the concept of object permanence, the idea that objects exist even when they cannot be seen or heard. (Brewer, 2001). The Preoperational Period (two to seven years) marks the time when a child becomes able to represent objects and knowledge through imitation, symbolic play, drawing, mental images and spoken language. Lack of conservation skills is also characteristic of this stage. â€Å"Conservation is defined as the knowledge that the number, mass, area, length, weight, and volume of objects are not changed by physically rearranging the objects.† (Brewer, 2001: 46) The ages of seven to eleven or twelve years falls under the Concrete Operational Period. Children at this age begin to think more operationally. Piaget and Inhelder (1969) described the operational thinker as one who em ploys â€Å"identity or reversibility by inversion or reciprocity† (99) in solving problems. They have moved on from being egocentric and consider that others may come to conclusions that differ from theirs. 2. Adult’s role in child development Piaget is a proponent of Consructivist philosophy in education. This philosophy premises on the belief that learners â€Å"construct† their own learning, and in effect, have better retention of it. â€Å"In the Constructivist theory the emphasis is placed on the learner or the student rather than the teacher or the instructor.   It is the learner who interacts with objects and events and thereby gains an understanding of the features held by such objects or events.   The learner, therefore, constructs his/her own conceptualizations and solutions to problems.   Learner autonomy and initiative is accepted and encouraged.† (Van Ryneveld, n.d., n.p.). Adults who adhere to Piagetian theories give the students more power in the acquisition of learning. Using prior knowledge, children are encouraged to invent their own solutions and try out their own ideas and hypotheses with the able support of their teachers. This way, they can indulge in concrete experiences that focus on their interests. The process of searching for information, analysing data and reaching conclusions is considered more important than learning facts. Teachers come up with several strategies in capturing their students’ attention, and courses are offered in helping educators become more efficient in imparting

Comparison between Le Guin's The Ones that Walk Away from Omelas and Essay - 1

Comparison between Le Guin's The Ones that Walk Away from Omelas and Kafka's The Metamorphosis - Essay Example The storylines in the two pieces of writing are varied. Le Guin addresses the situation in an imaginary community called Omelas that has people that live in much happiness and delight. The people in this area adhere to their culture and are intelligent. Despite the hullabaloo of happiness in the community, there is a child that is suffering in a filthy place, a sacrifice for the community to live happily. Only adults are required to know about this issue. It happens that some who realize the issue opt to walk away from Omelas to unknown destination. On the other hand, Kafka addresses the predicaments of the Samsa’s family. Gregor Samsa is the main character, he used to be a travelling salesman before he transformed to a ‘monstrous vermin’. This scenario scares his family members, he is unable to go to work thereby exposing his family to several predicaments since he was the bread winner. They try as much as possible to take care of him but are uncertain about his destiny. Gregor at one point causes borders in their home to flee. His sister Crete is fed up taking care of him and wishes him dead, a proposition that his father agrees with. Gregor is also made aware and dies in his house. Upon his death, the family is highly relieved. The two stories address unusual occurrences in the society. Therefore, the stories do carry some hidden meaning. The setting of Le Guin’s story encompasses a situation where festivities are depicted as the dominant aspect. Contrarily, The Metamorphosis is a sad story for the Samsa family; Gregor seems to be a thorn in the flesh, though at one point was the breadwinner of the family. In this family life is not as enjoyable as is the city of Omelas. However, the joy and happiness in the city has an underlying suffering component, this is because of the young child that suffers so that the community can live happily. Both stories presents out of ordinary incidences. Le Guins fails to explain the relationship between

Saigon Essay Example | Topics and Well Written Essays - 250 words

Saigon - Essay Example Buddhism is Saigon’s predominant religion that was introduced to the city during its domination by the Chinese, as well as by Indian preachers (Grey 34). Confucianism was also introduced by the Chinese but, interestingly, it became important after Chinese domination ended because the resulting monarchy viewed its political philosophy as more favorable. Finally, Taoism was also introduced by the Chinese and especially appealed to the local Saigon residents because of its polytheism and mysticism (Grey 38). Saigon’s history is mostly associated with war and destruction by most in the West, and for good reason. After being at the epicenter of Vietnam’s struggle for independence against the French, it again became the focus of attention in the US’ anti-Communism war in Asia during the 60s and 70s (Vo 51). The fall of Saigon in 1975 marked one of the biggest military defeats for the US and, soon after, its name was changed to Ho Chi Minh City. There is more about Saigon than its position in the War for Vietnam. The City is well known for its independence from outsiders despite its occupation by Khmer settlers, the Chinese, the French, and the US (Kent 41). The fall of Saigon to Communist forces also marked the end of direct military interventions in South East Asia. Moreover, Saigon’s contribution to popular culture cannot be overlooked with numerous movies and books about what its fall meant to the free

Definition Essay Example | Topics and Well Written Essays - 750 words - 1

Definition - Essay Example Many people have shown the attitude to persevere despite of the difficulties. As a result, they have helped and inspired many to do the same. In this paper, perseverance is defined in three distinct ways: the capability to endure hardships, hard work and committed to the task. Likewise, it will present three famous persons who have shown these characteristics and placed them in the pedestal of success making them good examples to young people. Perseverance is a virtue that entails the ability to endure many adversaries towards the attainment of a goal. This is something Helen Keller showed in her own life journey. We all know that Helen Keller wrote many poems and stories that are widely read by people young and old alike. The inspiring thing about her is that she is blind and deaf. Helen was born on June 27 1880 with the sense of sight and hearing. However, an unknown illness struck her when she was about a year and a half years old. Everyone in her family thought she was going to die. And then unexpectedly, after a few days, she got well. However, her mother noticed that Helen no longer responded to sound (like the ring of the bell) or sight stimuli. They then concluded that the illness has left her a mark which she suffered for the rest of her life. Towards her childhood years, Helen has been very hard to manage particularly when she throws tantrums and screams towards other members of the family. Upon the recommendati on of the family's friend Alexander Graham Bell, Helen's family finally decided to look for a teacher at the Perkins Institution and Massachusetts Asylum for the Blind. Although difficult at first, Helen struggled to learn how to spell words using hand signals. With the efforts of her teacher Ann Sullivan, she continued to improve and master her skills despite of her condition. The highlight of her education happened when Anne brought her to the lake and spelled "water" in Helen's hand and the later immediately understood. From that moment, Helen's improvement was astounding as she could spell thirty new words that day including Anne's name. After this incident, Helen became famous because of an article that was written about her achievement. Eventually, she was also given a teacher to train her how to speak. Helen tried all her efforts to learn how to speak but was unsuccessful because her vocal chords were not fully developed. Still, this didn't stop her from pursuing her dreams. On 1891, she wrote the Frost King as a birthday gift for her friend Michael Agnos. Helen was also recognized as the first deafblind person to enter and finish a Bachelor of Arts degree in a higher learning institution. However, it was not easy for her as tons of school work further led to the deterioration of her eyesight. Helen soon travelled around the world giving lectures about her experiences. She has been an ambassador of faith and determination to many people. Perseverance also shows the spirit of service and commitment to people. Franklin D. Roosevelt is one of the famous American presidents because of the policies and political changes he started. His leadership started just in time when the unemployment rate is high and the economy was in slump. He proposed a program to bring relief to those who are unemployed, recover losses in business and enacted some reforms for the citizenry. Despite of all

Child Labor during Industrial Revolution Essay Example | Topics and Well Written Essays - 750 words

Child Labor during Industrial Revolution - Essay Example Child labour played a fundamental, though little acknowledge, role in the industrialisation of Britain. As Humphries (1995) writes, "the child worker stands pitifully at the heart of contemporary perceptions of the British Industrial Revolution. But modern economic historians have neglected her experiences and her contribution." That contribution, as may be inferred from Humphries' (1995) research is largely incalculable. His/her experiences, however, have been recorded by the literary authors, amongst whom one may mention Dickens, and sociologists. They are important because they explain several of the questions relating to child labour, as in the conditions which incited it and who, precisely, was responsible for the exploitation of children. In response to the question pertaining to responsibility for child labour and exploitation, the Industrial Revolution only intensified already existing conditions. ... ncontrovertibly unethical base, the Industrial Revolution may be identified as one of the forces which eventually led to the decline of the aforementioned practice. The implication here is that the Industrial Revolution effectively continued a trend and did not cause it and, in so doing, contributed to the termination of that trend. Child labour may have declined towards the end of the nineteenth century but, it endured throughout much of the Industrial Revolution due to market conditions. Poverty, as both Cunningham (1990) and Humphries (1995) explain, did not simply incite parents to seek employment for their children but motivated children themselves, among whom were orphans and street children, to seek employment. In that sense, the labour of children, while founded upon exploitation, provided the child labourer with a means for basic survival. The implication, therefore, is that, comparatively speaking, children benefited from paid employment, if only for the fact that it allowed them shelter and the fulfilment of their barest nutrition needs. Employees sought child labour because of the very nature of market conditions. The demand for cheap and unskilled labour was high and children and women were the perfect candidates, not just because they were cheaper than male labourers but also because they were perceived of as controllable, or a source of relatively trouble-free cheap labour. The aforementioned, combined with the determination to keep production costs at a minimal in order to increase profit margins, incited employees to exploit child labour. While the demand for child labour, due to the factors mentioned in the above paragraph was high, the supply of child labour was even higher. The fact that supply exceeded demand effectively kept child labour

Definition Essay Example | Topics and Well Written Essays - 750 words - 1

Definition - Essay Example Many people have shown the attitude to persevere despite of the difficulties. As a result, they have helped and inspired many to do the same. In this paper, perseverance is defined in three distinct ways: the capability to endure hardships, hard work and committed to the task. Likewise, it will present three famous persons who have shown these characteristics and placed them in the pedestal of success making them good examples to young people. Perseverance is a virtue that entails the ability to endure many adversaries towards the attainment of a goal. This is something Helen Keller showed in her own life journey. We all know that Helen Keller wrote many poems and stories that are widely read by people young and old alike. The inspiring thing about her is that she is blind and deaf. Helen was born on June 27 1880 with the sense of sight and hearing. However, an unknown illness struck her when she was about a year and a half years old. Everyone in her family thought she was going to die. And then unexpectedly, after a few days, she got well. However, her mother noticed that Helen no longer responded to sound (like the ring of the bell) or sight stimuli. They then concluded that the illness has left her a mark which she suffered for the rest of her life. Towards her childhood years, Helen has been very hard to manage particularly when she throws tantrums and screams towards other members of the family. Upon the recommendati on of the family's friend Alexander Graham Bell, Helen's family finally decided to look for a teacher at the Perkins Institution and Massachusetts Asylum for the Blind. Although difficult at first, Helen struggled to learn how to spell words using hand signals. With the efforts of her teacher Ann Sullivan, she continued to improve and master her skills despite of her condition. The highlight of her education happened when Anne brought her to the lake and spelled "water" in Helen's hand and the later immediately understood. From that moment, Helen's improvement was astounding as she could spell thirty new words that day including Anne's name. After this incident, Helen became famous because of an article that was written about her achievement. Eventually, she was also given a teacher to train her how to speak. Helen tried all her efforts to learn how to speak but was unsuccessful because her vocal chords were not fully developed. Still, this didn't stop her from pursuing her dreams. On 1891, she wrote the Frost King as a birthday gift for her friend Michael Agnos. Helen was also recognized as the first deafblind person to enter and finish a Bachelor of Arts degree in a higher learning institution. However, it was not easy for her as tons of school work further led to the deterioration of her eyesight. Helen soon travelled around the world giving lectures about her experiences. She has been an ambassador of faith and determination to many people. Perseverance also shows the spirit of service and commitment to people. Franklin D. Roosevelt is one of the famous American presidents because of the policies and political changes he started. His leadership started just in time when the unemployment rate is high and the economy was in slump. He proposed a program to bring relief to those who are unemployed, recover losses in business and enacted some reforms for the citizenry. Despite of all

Comparing the Mesopotamia and Egypt River Valleys Essay Example for Free

Comparing the Mesopotamia and Egypt River Valleys Essay Though Egypt and Mesopotamia were both river valleys they have a lot of differences, but some similarities. Such as they have very different social and political views while the two river valleys had a quite a bit of similarities when it came to religion. The difference between the two valleys social views were that in Egypt women were treated with respect and as equals where in Mesopotamia women were treated like property and didn’t have the same privileges as men. Both Egypt and Mesopotamia based their social culture through religion, but the Mesopotamians believed that the gods punished them for their wrong doings and that’s why the river flooded unpredictably giving them a pessimistic view of the gods and eternal life. The people of Egypt didn’t fear the gods because the world was always good to them by the river always flooding at the same time of year helping the soil be good for their agriculture which gave them a more cheerful and hopeful outlook of the world and the gods they worshiped. The main difference between the two valleys socially were that in Egypt it was more of a positive and well being environment, while in Mesopotamia the atmosphere was very unequal between genders and they were never happy because the gods were never happy with them. Egypt and Mesopotamia had different ways of politics since Mesopotamia was a democracy it had a king who claimed to be patron deity and who controlled the affairs of the walled city and surrounding rural area. In Egypt they had a centralized government which means the pharaoh was treated like a king, but everyone below him was fairly equal (even the women, though they were still slightly below the men). The main difference between the two valleys politically is that Mesopotamia had a king that made the rules and was the one in charge of everything while in Egypt the Pharaoh was like a king except the people below him had a voice and were treated more equally. Religion is very similar in Mesopotamia and Egypt by both being polytheistic and the fact that the king/Pharaoh was supposively the closest to god in the valley, the king/Pharaoh would have many sacrifices when something bad happened. They also had animism and used carvings, drawings, and statues to show their beliefs towards the gods. And though their gods were not the same the views of the afterlife and beliefs were very similar. The main similarities between the two valleys religion was they’re both polytheistic and that their beliefs were very similar towards the gods and the afterlife. In conclusion the two main differences were social and political views when it came to gender equality, classes (rank), and the way the gods treated the people. The main similarity was religion in the way they showed their beliefs in gods and what would happen when they do wrong things and when they die.

Early Years Laying the Foundations of Learning

Early Years Laying the Foundations of Learning The provision of nurturing to children in their early years of schooling, prep to grade four, is well recognised as being important for an individuals future success in education and learning throughout life (Queensland Government 2008; Dahlberg, Moss, Pence 1999). There is a convincing amount of literature to suggest that the early years of life are a critical period, in which the supported development of children will have long-term benefits (Australian Government [a] 2010). It is acknowledged that in the early years of schooling the foundations for aptitude and basic coping skills are established which, in turn have an effect on an individuals ongoing learning, behaviour and health (Heckman, 2004; Dodge 2004). These issues of learning and wellbeing of a child depend on their circumstances as an individual, as a member of their family, community and wider society (Australian Institute of Family Studies 2010). This essay gives specific regard to these issues that can influence a young persons development in the early years stage of schooling. It sets out to demonstrate the complexity of early years, and highlight numerous risk and protective factors which combine to influence childrens development. Some of these factors affect the development of physical, cognitive, social and language skills necessary for later in life (Early Life Foundations 2010; Victorian Curriculum and Assessment Authority 2004). This essay groups these issues into four areas of context, these are; child, family, environment and community. This essay also gives critical examination of some current curriculum documents and learning resources which assist children in developing strong foundation for learning. Analysis of issues that can influence a young persons development at this stage of schooling and discussion of theoretical perspectives related to childhood development and learning; The early years are a period in development where the brain and central nervous system grows and develops (Casey, Giedd, Thomas 2000). Both the environmental factors such as nurturing and natural factors such as family genes influence the development of children. The quality of childrens first environments and the availability of appropriate experiences at the right stages of early years growth are key factors in brain development (The Royal Childrens Hospital, 2009). Inadequate nutrition can also seriously interfere with brain development (Glewwe, Jacoby King 2000; Queensland Government [a] 2010). There is considerable evidence showing adequate stimulation has measurable better brain function of those raised in less stimulating environments. Early stress on brain development can affect learning, and memorably adversely, those children who experience acute stress in their early years are at a higher risk for developing a variety of cognitive, behavioural and emotional difficulties later in life (Glaser 2000; Van der Gaag, 2003). The early years are fundaments for the formation of intelligence, personality, social behaviour and physical development (Aga Khan Development Network, 2007). Investment in the early years can result in significant returns, if children start as bring confident and enthusiastic for learning early on in life, they are more likely to be better students (Van der Gaag, 2003). Child context Current themes and trends in literature suggests that learning in the early years sets good foundations for learning throughout life and that children who have positive experiences in theses years have a greater chance of success (ACT Government 2010). This begs the question, what is success? Generally speaking what society wants most for its children is for them to be happy, healthy and successful (Early Life Foundations, 2010). Both happiness and health can be considered as straight forward, however success has many interpretations. It is therefore important those involved in early childhood education reflect upon what they deem success to be so as they can envisage what they want for children. Whilst children attain competence in numeracy and literacy, being skilled in other non scholarly facets, for example sport, may help children develop more holistically (Lewis 2008). There are subjects, which some considered non-studious, unimportant and which are not promoted or even recognised in schools. Yet some subjects signed with these stigmas deal with childrens ability to enjoy success and form relationships with others that are productive and enable them to learn how to communicate effectively (Lewis 2008). These aspects can constitute success as children learn to express their feelings and cope with challenges. Given that the early years of a child are commonly associated as being the time of the most rapid development and learning, a mass of recognition and advancement supporting the significance of early years offerings exists (Department of Education and Early Childhood Education 2008,). The first example element of this, to be discussed, is the early years learning framework for Australia (Australian Government [b]). The framework has been designed with the notion that one of the main issues shaping early years schooling is how the students perceive themselves. As children physically develop they also develop personal interest and begin to construct their own identities and understandings of the world around them (Commonwealth of Australia [a] 2009). Fundamental to the framework is a view that childrens lives are characterised by the factors of belonging, being and becoming (Australian Education Union 2009). Whilst the framework recognises the importance of literacy and numeracy learnings it focuses vastly on childrens social development, namely: sense of personal identity, connectedness and contribution to their world, strong sense of personal wellbeing, confidence and involvement (Strong 2004) Many curriculum documents and documents directly refer to childrens context, specifically individuals attributes and personalities, motivation, behaviour and health (Australian Curriculum Assessment and Reporting Authority 2010, Victorian Curriculum and Assessment Authority 2010). One of the most convincing reasons for investment in early years development is that without it potential for educated human capital is reduced. Thus far research in this field has shown that investments in early years education are financially more efficient than remedial support programmes (Van der Gaag, 2003; Heckman 2004). When planning for education in the early years, consideration must be given for how students learn and what they are capable of learning. Theorists explain to us that in their early years children develop in a series of areas, including physical development, speech, social and emotional and children can show varied capabilities in each area (Genovese, 2003). Commonly planning and school programs are modelled on Piagets theory, a four stage cognitive development theory which provides part of the foundation for constructivist learning (Flavell 1999). Similarly early years schooling is largely shaped by Vygotskys notions related to sectors of development. What a child can do alone and unassisted is a task that lies in what Vygotsky calls the zone of actual development (Kozulin 2003). Vygotskys believes that children enter this zone when they are able to successfully complete tasks independently (Kozulin 2003). Children can then apply this knowledge to new-found situations they may encounter afterward. Family relationships context Of course to achieve autonomously, children need to begin to learn with some assistance. This is where family and relationship context play a vital part in early years development. Children require stimulation and support to aid their development and relationships tend to affect virtually all aspects such development, counting social, emotional, physical, and behaviour (Commonwealth of Australia [b]). The quality and solidity of a childs relationships in their early years lay the foundation for a wide range of crucial later developmental outcomes. Chiefly these upshots are self-confidence, health, motivation to learn, the ability to self-manage problems and resolve conflicts in nonviolent ways and ultimately having the skill to build and uphold relationships. Put simply, relationships are imperative to robust early years development (The Benevolent Society 2010). Relationships connect children to their community in a way which help them to define their identity and what they can achieve, however, it should be noted that families expectations of children differ (Howes, 1999). Relationships between family members such as siblings can allow children in their early years to practice negotiation and skills for coping with disagreements constructively. For children the task of finding a balance between positive and negative aspects of interaction with their family is a trait that can be transferred into childrens positive social development. On the other hand poor early relationships may be associated with adverse developmental outcomes. In this case children may struggle to make friends and learn how to work cooperatively with others influencing their early years learning. For some children there lies an expectation for verbally communicate to take place in their home setting. This occurs for a range of reasons, such as describing events, responding to questions and participating in family discussions (ref). All of these proficiencies are alike those in school settings. Other the contrary, children not concerned with school-like experiences at home may not use language to complete tasks and may have many experiences without surrounding them with discussion. Through the theory work of Vygotsky and also that of Jerome Bruner, the idea that early years learners need scaffolding was taken on. This means that those involved in the education of early years students should be attuned to the interests and learning requirements of students. Given this students are able to move progressively to higher levels of development. Scaffolding, like any approach in teaching, can be advantageous and disadvantageous for learners. This is because when the theory of scaffolding in put into practice there is potential for the zone of development to be estimated inaccurately (State of Victoria 2007) Relationships with parents are also a significant component of early years development and consequently parents are often viewed as ongoing advocates for their children. Teachers allying the Reggio Emilia consider parents as the first teachers of children and therefore this schooling theory involves parents in all aspects of the curriculum (Cadwell, 1997). Environment context Thirdly, learning contexts, such as informal home learning environments and formal schooling play important parts in early years development (ref). Supporting environments that promote optimal early years development greatly increase the likelihood of better education outcomes and health within and subsequent to schooling. Many theorists contribute to the environmentalist perspective of development, believing that learning and behaviour of early years learners are reactions to their surroundings Due to this the organisation of learning environments is key to Reggio Emilias early years philosophy. The significance of the environment follows the belief that children can be aware of their world through situations which support thoughts and various ways of expressing them. In a Reggio Emilia setting, groups of children stay solely with a teacher for three years, in turn, this creates a constant environment without pressures of forming further relationships. The constructivist perspective of development has been highly developed by several theorists, namely Piaget, Montessori, and Vygotsky (NCREL, 2010). Even though their work differs, there is an overall consented belief that development occurs when early years students relate with those and the environment surrounding them (NCREL, 2010; Centre for Child Development 2010). Today, many parents still believe that children are not ready for early years schooling unless they aquire the talents of reciting the alphabet, counting, and rightly follow basic instructions. Another common belief is that children are ready for the early years stage of schooling when they can appropriately respond to their environment, i.e. follow rules and directions and exhibit a proper code of behaviour When early years students encounter difficulties in learning processes, they often are labelled as having learning problems and are monitored in classrooms with curriculum customised to control their behaviour. On the other hand, some theorists advise changing classroom settings to help the children address difficulties. Bronfenbrenners theory describes the environment as having layers, each playing an effect on a childs development. Bronfenbrenner sees the volatility of families as having potential to be a destructive force in early years development and therefore believes that childrens primary relationship needs to be with someone who can provide a sense of care permanently. This theory has dire implications for the practice of teaching. For teachers this theory has implications as it necessitates teachers to provide stable, long-term relationships. Teachers organise the learning environments, they consider how the environments organisation stimulates children and enable them to work most effectively. Effective learning environments are purposefully constructed to aid childrens holistic development. Community context Lastly the community context relating to the environment in which children live, including resources and opportunities, community values, and protection adversely impact upon the development of early years students (Government of South Australia 2007). During early years, childrens identities, knowledge, understandings, capacities, skills and relationships change, these are influenced by events and conditions. By means of correlations with communities, teachers are capable of enhancing their understandings of their students and how curriculums can match their learning and developmental needs. By working with communities, teachers can also form environments for learning which encompass childrens social and cultural existence. The Reggio Emilia way of thinking pays attention to such various points of view along with the needs, interests and abilities of early years students. Perhaps the most trying aspect of this theory is that teacher must trust students to be interested in appropriate learning and be confident they can teach in response. This philosophy also assumes that parents will be proactive in joining their childs education. Critical examination of current curriculum documents that pertain to this particular stage of schooling; In recent times a more apparent comprehension of the ways in which children learn and develop has emerged. Within Australia the recognition of the importance of the early years is also reflected in the development of curriculums. There are many aspects to be considered when planning for teaching and learning in the early years and many theorist have had strong influences in the field of planning. Given child, family, environmental and community contexts shape children lives in the early years stage of schooling, curriculum documents ought to value these attributes. The delivery of developmentally appropriate learning should therefore occur accordingly. In Australia there exists a diversity of backdrops for childhood upbringings; including urban and rural living as well as multiple care experiences and contact with various social and cultural customs (Petriwskyj, A 2010). There are numerous documents available to provide teachers with a framework for interacting with children, planning, assessing and reflecting on an effective early years curriculum. Today the most commonly used methods of introducing curriculum driven outcomes in schools is the development of new resources and guidelines. In effect, these methods lead to a surplus of products which consequently can fail to bridge networks or engage students and school communities. In order to suppress the duplication of poor quality education resources, teachers designing unit and lesson plans must understand the importance of alliance building in order to achieve solid educational outcomes without squandering time in re-inventing the wheel. The development of early years curriculum needs to be mindful of diversity of children and families it aims to be inclusive of (Government of South Australia 2007). . Curriculum makers need to also cater for institutions that follow differing philosophies such as Reggio Emilia, Steiner, and Montessori. Rather than preparing blanket approach frameworks which cause school staff to squeeze through circles, future curriculum documents should acknowledge that implementation of a framework in should be unique to its setting. With this is mind curriculum documents that pertain to the early years stage of schooling could instead focus on how learning can take place, opposed to what has to be learnt. Where current curriculum documents are complex and often bombastic, plain language could be invoked. One crucial element of beneficial early years education is the involvement of the school community, i.e. parents and teachers for students learning. Without the typical education jargon which can be difficult to decipher parents and teachers alike may better understand core curriculum documentation. The support of early years learning settings in a community, from parents could be achieved by making primary school hubs. By moving away from a model of service provision, towards a holistic approach, programming could be further based on the individual needs of children. Formulation of teaching and learning strategies, including resources that assist in teaching this age group. Educators use a wide scoop of strategies to pull together, detail, order and give detail of what they gather to assess the learning of early years students. In recent times approaches to assessment also analyse the many learning strategies that early years students use, these include inquiry based learning and learning by play (Gorden, n.d). Some parents and educators recognise play as a valuable component for learning as it provides opportunities for children to not only explore learning but also to transfer learning from one situation to another. Play is also thought to provide valuable perimeters within which teachers can gauge and scrutinise learning (Australian Government Department of Education, Employment and Workplace. 2009). For play based learning, resources that reflect childrens interests can be provided to stimulate and support engagement in recreation (Kennedy). Resources which permit unrestricted use such as cardboard boxes or blocks promote imagination, originality and manipulation of common concepts (Wood Attfield 2005) The Early Years Learning Framework, developed collaboratively by Australian State and Territory Governments, has a set stress for play-based learning as an important medium for early years learning. The framework describes the principles, practice and outcomes essential to support and enhance early years learning (Australian Government 2010). Complementing this resource are various websites which look at early years development and unpack support and education information. Delivering resource packages of audio, document, image, video and interactive software is the Australian Government body; Department of Education and Early Childhood Development (State of Victoria 2007). Via its FUSE (Find, Use and Share Education) website the department supplies resources, agendas, guidelines and professional development that caters for communication, contribution, identity, learning and wellbeing of early years children (Australian Institute of Health and Welfare 2008) Further resources including an Educators Guide is being prepared to encourage the carrying out of the Early Years Learning Framework, additionally Professional Support Coordinators and Indigenous Professional Support Unit networks across Australia are able to deliver assistance and support its implementation (Australian Government, 2010). Resources designed to assist teaching of early years classes must be focused on promoting life-long learners. Monitoring and assessing are also integral part of curriculum decision making. Strategies teachers can use to that support childrens learning include: providing feedback to children on their progress during learning experiences, reflecting with children about their learning, and keeping the network of those involved in a childs learning informed. Means for implementing these strategies can include the selection of work artefacts for inclusion in folios, writing in communication diaries, reporting in newsletters (Australian Government Department of Education, Employment and Workplace 2009). The inclusion of early years students in assessment processes can help build a view of why this learning is considered valuable. This strategy allows children to become more aware of their own learning and empowers them as they continue to learn. Conclusion Given the diversity of children in early years settings, learning experiences differ; we need to cater for children from various social backgrounds as well as their emerging interests and likings they foster. To help lay strong foundations for early years students to succeed, this essay has demonstrated how we can draw upon theoretical perspectives related to learning. Although it notes theory without execution is inefficient. It is understood that success, health and wellbeing can all stem from the early years of childhood. In knowing this, we as teachers can focus upon our interactions and find opportunities to be creative and imaginative and allow children not to be rushed through their early childhood years. Another key components that is used for curriculum decision making in the early years phase of learning is the establishment suitable learning environments of which is developmentally appropriate for children. Investing resources to support children during their early years of life brings long-term benefits to them and for society as a whole.