Public Relations Essay Example | Topics and Well Written Essays - 7000 words

Advertising - Essay Example This examination looks at the advertising effort utilized by Cafe Royal with the end goal of distinguishing how advertising is led practically speaking and how hypothesis is embraced to this training. This examination can thusly clarify and elucidate hypothesis and hypothesis improvement in advertising and its coordination with showcasing interchanges. The aftereffects of the examination are talked about concerning past investigations and advertising hypothesis. Suggestions are made. List of chapters Abstract 2 Introduction 4 Research Questions 5 Significance of the Study 6 Aim and Objectives 6 A Review of Literature 7 Public Relations Theory 7 Previous Studies: Coordinating Public Relations and Marketing Strategies 12 Methodology 15 Case Study 15 Data Collection 17 Results 18 Background and History 18 Public Relations 18 Analysis/Discussion 22 Recommendations 27 Conclusion 28 Bibliography 30 Introduction Public relations alludes to correspondence procedures utilized by an associatio n to deal with its picture and relationship with the general population. In such manner, people in general incorporates government, the network and the outer condition for the most part (Hendrix and Hayes, 2010). In this way, advertising can be recognized from promoting where the center is limited to selling the association and its items and administrations to shoppers. Advertising is more extensive and examines the organization’s picture and associations with various groups of general society. Notwithstanding, advertising can be accidental to or part of a promoting capacity, especially in the lodging business (Kandampully and Suhartanto, 2003). The lodging and neighborliness industry as a rule envelops â€Å"diverse† open groups that they have to speak with in any advertising program (Deuschl, 2006, p. 24). The open groups essential to inns are representatives, the network where they work, the global network and visitors (Deuschl, 2006). As indicated by Hutton (1999), the measurements, nature and meaning of advertising isn't plainly characterized in the writing as there is no genuine agreement of what it is and how it functions by and by. In any case, there are various significant subjects developing in the writing that give a more clear focal point of what advertising include. The basic topics are: trust building, creating interests and consideration, building connections, â€Å"creating shared understanding†, communicating and adjusting interests, â€Å"influencing open opinion†, treating strains, and â€Å"creating consensus† (Nessmann, 1995, p. 154). The definition and measurements of advertising are especially critical to the inn segment as examination commonly investigates the connection between lodging picture and client steadfastness/consumer loyalty (Line and Runyan, 2012; Kandampully and Suhartanto, 2003). In such manner, advertising hypothesis which centers around the connection between relationship the executives and the accomplishment of authoritative objectives gives an applied structure to comprehension and distinguishing how advertising can be utilized to hold and enroll clients in any segment (Ledingham, 2006). Current instances of advertising by and by gives the best proof of what advertising are and how they are directed practically speaking (Hendrix and Hayes, 2010). Accordingly, so as to distinguish and give a comprehension of the connection between open

How has China been affected by globalization Essay

In the late 1970s China made maybe its most critical key political move of the twentieth Century when it set out on a progression of financial changes that grasped globalization (Bijian, 2005). Deng Xiaoping and other Chinese pioneers accepted that to advance China’s improvement, support in an open worldwide economy would be pivotal to its endurance (Chow, 2002) During the three decades since these changes China’s political and financial establishments have experienced a sensational progress (Overholt, 2005 and Economy, 1998). China has moved from the world’s most noteworthy rival of globalization into a submitted individual from a worldwide economy and promoter of globalization (Overholt, 2005). The zenith of this change and China’s financial development was its induction into to the World Trade Organization (WTO) on 11 December, 2001 (Allen et al, 2006 and Fishman, 2005). Thus, China is presently exposed to universal patterns and powers to a degree remarkable since 1949 (Bijian, 2005 and Chow, 2004). In this paper I will examine the impact that globalization has had on China’s political, monetary, legitimate and mechanical establishments. Besides, I will likewise examine whether China has been compelled to change to pander to the worldwide financial network or whether it has willfully founded change for its own advantage and improvement. Anyway before breaking down the impact that globalization has had on China it is imperative to comprehend what the term â€Å"globalisation† implies. Globalization turned into a popular expression during the 1990s on account of its impact in making a world in which geographic area turned out to be progressively immaterial (Immerfall 2006). Generally globalization alludes to the unhindered progression of merchandise, capital, data, innovation and individuals across national fringes (Chow, 2005a). Globalization is, in any case, in no way, shape or form another wonder and China has been exposed to its belongings for a long time (Alford, 1999). Truth be told, the impacts of globalization in China go â€Å"as far back as the Han line (206BC-220AD) when exchange occurred between the Han Chinese and neighboring individuals in the North-west through the Silk Route† (Chow, 2004: 3). Notwithstanding this, in the Qing Dynasty and the beginning times of the Chinese Communist Party’s rule, until Deng Xiaoping’s open entryway arrangement, China triedâ to close its entryways and limit the impact of globalization (Street, 2000 and Chow 2004 and 2005a). This was not the first occasion when that China had to stand up to and execute a national technique to either grasp or battle the impacts of globalization. Actually, as of late as the 1990s, China was faced by this problem, specifically: regardless of whether to proceed with its worldwide monetary development even with the Asian money related emergency or to by and by close it entryways and retreat inwards to shield itself from the financial aftermath of a battling locale (Fishman, 2005 and Nolan, 2001). Be that as it may, via cautiously gauging the favorable circumstances and drawbacks of financial receptiveness the Chinese government chose to open up the Chinese economy considerably more, and in the end joined the World Trade Organization by executing huge monetary changes (Bijian, 2005). There is no questioning that these financial changes and China’s embracement of globalization has brought dazzling outcomes. Since beginning to open up and change its economy in 1978, China â€Å"has arrived at the midpoint of 9.4 percent yearly GDP development, one of the most elevated development rates in the world† (Bijian, 2005: 3). One reason for the immense jumps in development has originated from direct outside speculation that has been encouraged by China’s admission to the WTO. For instance, in about a couple of days in 2004, a North Korean Steel Company propelled a $500 million steel venture in the Dalian improvement zone; France’s St Gobain put $70 million of every one of its current glass creation lines in China; Germany’s Siemens opened its fortieth office in China for advancement of programming; and Finland’s Stora Enso put $1.6 billion out of a paper mash venture in Guandong Province (Hall et al, 2004). Such outcomes have seen China become the third biggest exchanging nation the world and the jealousy of many creating economies around the globe (Chow, 2005b). While such financial insights are consistently celebrated by the Chinese government as an accomplishment of China’s consideration into the WTO, numerous in China are in reality mourning the negative impacts of globalization and the examination that WTO enrollment has brought. Truth be told WTO enrollment came at a significant expense for the household Chinese economy (Overholt, 2005). All through the 80sâ and 90s China started basic changes, for example, the eliminating of direct endowments for trades and started cutting levies in anticipation of incorporation into the WTO (Pearson, 2001). Over the three years from 1994 to 1997, the country’s normal tax rate was brought from around 43 down to 17 percent and at the hour of China’s passage into the WTO in late 2001, the general normal was only 15 percent. Such exceptional financial changes were at the command of the WTO and the outcome being that a great deal of processing plants and local ventures have failed on the grounds that numerous individuals lean toward outside items which have gotten less expensive because of China’s incorporation into WTO (Solinger, 2005). Besides, Moore (2002) additionally contends that China’s increase into the World Trade Organization could be seen as increasingly advantageous to the remainder of the world as opposed to China itself. WTO responsibilities made by China don't in any capacity ensure China’s â€Å"domestic producers† and in this way the contention that that the best advantage of China’s WTO participation is delighted in by remote organizations is to be sure a legitimate one (Moore, 2002: 311). Yang (2004: 307) contends that entrance into the WTO was in actuality too enormous of a rebuild step for China and proceeds by taking note of that Chinese association in the WTO is extraordinary for remote organizations and awful for neighborhood ones in light of the fact that â€Å"one of the principal laws enacted† to guarantee WTO participation â€Å"was intended to draw in and shield venture from overseas†. Plainly this absence of protectionism, albeit valuable to the outside world, has been upset the salary to residential organizations. Of specific note is the way that with China’s WTO participation outside financial specialists have been permitted access to business sectors that were recently limited or exceptionally directed (Samuelson, 2004 and Pearson, 2001). These attacks have been generally clear in the protection, media communications, and monetary businesses (Prasad, 2004). Such rivalry is anyway of extraordinary advantage to the residential Chinese customer. Truth be told, fifteen years prior China scarcely had any portable media transmission administrations, though now it guarantees in excess of 300 million cell phone endorsers, more than some other country (Bijian, 2005). Regardless of whether this is an aftereffect of modernisation or globalization is profoundly begging to be proven wrong, however plainly Chinese purchasers are grasping the expansion in items and adm inistrations gave by numerous remote organizations. Other than the neighborhood organizations being harmed by remote speculations and businesses, the work advertise in China is additionally experiencing significant joblessness because of the powers of globalization (Chow, 2004). While section into the WTO has in itself not made joblessness, it has anyway uplifted various patterns that were at that point in progress, including quickening the pace of indebtedness of state possessed undertakings. The outcome being the release of countless specialists who, when they were more youthful, were once guaranteed of work by the communist state (Economy, 1998 and Chow 2004 and 2005b). As indicated by Prasad (2004: 6) â€Å"the joblessness issue is in certainty liable to decline throughout the following scarcely any years due to rebuilding in the rustic and state venture sectors†, the very kind of rebuilding that has been commanded upon China by the World Trade Organization. Another reason for the joblessness issue at present confronting the Chinese economy is its day of work away from dusk enterprises, for example, assembling, mining and development to more current ventures that request laborers with specific aptitudes (Prasad, 2004; Solinger 2005 and Yang 2004). Comparable changes are clear in China’s exertion to overhaul its innovation industry, which has not just included the substitution of much untalented work yet by and large likewise diminishes the need to utilize the same number of talented industrial specialists (Nolan, 2001 and Economy, 1998). While this can not be straightforwardly preferred to WTO participation obviously the powers of globalization are majorly affecting the Chinese economy, the items it produces and its work power. The astounding development in China’s economy because of its expanded support and combination in a worldwide economy is likewise having social and political results. Most outstanding a developing partition between China’s rich and poor. Clearly China would not have deliberate such intense monetary changes absolutely to urge direct outside speculation to the impediment of household organizations, however it is away from advantages of the worldwide commercial center are not being shared around China’s 1.3 billion individuals (Solinger, 2005 and Chow, 2004). It is a lot of the case in China that the rich are gettingâ richer and the poor are simply getting abandoned. This is likewise obvious in the developing local imbalances in China. Regardless of the administrations endeavors to correct the circumstance, outside speculation has kept on streaming to those regions where training levels are the most noteworthy, foundation most very much created and political force generally focused (Overholt, 2005 and Economy, 1998). Also, while the wealthier territories in principle pay expenses to the middle to remunerate the more unfortunate regions, practically speaking this syst

Jit Application in Toyota Company

JIT Application in Toyota Company Toyota is one of enormous organization in car. In their creation, Toyota Company has applied JIT (Just in Time) approach in their assembling. The upsides of utilizing JIT approach is to diminish or limit the misuse of creation, lessen hands-off, decrease re-work and some other deferrals on assembling process. One of trademark in JIT approach is the progression of work. Parts or segment of material will spill out of one work place to numerous others with middle of the road stockpiling, and stream into work focuses will likewise originate from many work habitats with halfway storage.In the huge organization like Toyota, this methodology is the most reasonable to be applied. The subordinate uses of JIT approach is karban framework. Karban implies â€Å"card† or â€Å"visible record† and alludes to cards used to control the progression of creation through a manufacturing plant. Karban is valuable framework for organization like Toyota that has many work communities. For instance there are two work habitats with distinction work, work focus 1 is to delivering segment parts and work focus 2 is to making gatherings. What's more, there is a middle stockpiling region for segment parts.Let state Work Center 1 is delivering segment 101 and 102. After do creation, that segments will move to middle of the road stockpiling part and every segment is marked with kanban card 101 and 102 that contain component’s data. On the off chance that Work Center 2 is need section 101 in gathering, the crate 101 (named card 101) will moved to Work Center 2, etc for box 102. Toyota utilizes a â€Å"two-card† kanban framework. The first is transport or transport, card, which moves holder of parts starting with one stock area then onto the next. The second is a creation card, which approves creation.

The Unifying Spirit of Seamus Heaney’s ‘Funeral Rites’ - Literature Essay Samples

‘Funeral Rites’ examines the role of rituals and ‘customary rhythms’ in the ‘arbitration of the feud’ in an Ireland plagued by the incongruous notion of ‘neighbourly murder’. However, in preference to the sterility of ‘tainted rooms’ in which the dead lie ‘shackled’ by religious chains of ‘rosary beads’, Heaney’s affinity for the mythological, archaic ‘serpent’ and the pagan times of the ‘sepulchre’ champion a return to an Ireland unified by pre-Christian beliefs, rather than a country fettered by fragmented sectarian violence of religious origin. Only in this ‘triumph’ will the ‘whole country’ overcome the impasse of violence, allowing victims to peacefully ‘l[ie] beautiful’ and ‘unavenged’. Immediately, the ‘shoulder[ing]’ of patriarchal duty and the ‘lift[ing]’ of the weight of the coffin deaden the atmosphere in the opening stanzas, as the notion of exertion and effort pervades the funeral. This ‘ceremony’ is a static, heavy burden, and this is also exemplified in the monosyllabic ‘dead’, ending on the heavy sound ‘/d/’, possessing a bluntness that accentuates the finality of death, and introduces a somewhat brusque tone to these stanzas. Additionally, the ‘dulse-brown’ of the ‘shroud’ is an exemplar of Heaney’s discord with this overtly religious ‘ceremony’. In comparing the ‘shroud’ to the ‘dulse’ of seaweed, Heaney apostatizes the holiness of this garment, rendering it dull, papery and lifeless. This sense of lifelessness and stagnancy is a presence that pervades part I of the poem, perpetuated by the description of the women as à ¢â‚¬Ëœhovering’ and the flames also as ‘hovering’, this repetition reinforcing the shallowness of the ritual. Furthermore, the ‘hovering’ conjures an image of the ‘women’ flickering like a candle, which compromises a sense of their solidity, rendering them weak and tremulously passive, cowering ‘behind’ Heaney. Heaney exposes the funeral in this way as a fragile and apathetic event of intense torpor, devoid of any dynamism or ardor. It is sterile, ‘always’ the same, and cold, like the ‘igloo brows’ of the distant ‘relations’. While there is a sense of ‘admir[ation]’ for the ‘gleaming crosses’, the adjective ‘little’ introduces a tone of mocking endearment, which reveals that this is out of ‘court[esy]’ and expectation. In an Ireland imbued with religious connections, this tradition seems to fail, but ‘ha[s] to suffice’. He aney iconoclastically exposes the funeral in this way as lethargic, reflected in the stiff frigidity of the ‘black glacier’, which implies a predictably linear, slow ‘pushing away’, in contrast to the freeform, naturalistic and dynamic snaking motion of the ‘serpent’ procession in part II. Part II begins with a time shift – ‘now’, which moves away from the consistent past tense register of part I. This nature of this shift becomes apparent as the reader learns that the people of Ireland are now ‘pin[ing]’ for these monotonous, predictable ‘customary rhythms’. This accentuates the desperation of the situation as the verb ‘pine’ implies a disempowerment of the people, in which they are restricted only to an intense longing for closure, rather than able to take concrete action. It reduces their independence, almost as if the people of Ireland are so attenuated and violated by the savagery they are experiencing, that they are pleading for any form of respite, as may be provided by the funeral. Their lives are invaded by the exact opposite of the lull, slow burn of the funerals in part I – they are haunted by the sardonic notion of ‘neighbourly murder’, of which ‘news’ arrives in an ebbing, turbulent flow, as implied by the qualification ‘each’. In referring to the procession as a ‘cortà ¨ge’ of ‘temperate footsteps’, Heaney retrospectively renders the value of these rituals malleable and ever-changing. The open ‘/à ¨/’ sound, followed by the soft ‘/g/’ sound that ends ‘cortà ¨ge’ is in contrast to the slick, glassy ‘/c/’ of ‘glacier’, and in this way the ‘cortà ¨ge’ feels more personal and comforting than the stark, monumental ‘glacier’ it was before. Additionally, the notion of ‘temperate footsteps’ personifies the procession here, that renders it more personable that the cool, silent glide of a ‘glacier’, and the description of the procession as ‘temperate’ evokes the sense of quiet, even footfalls of a steady ‘rhythm’. This ‘rhythm’ is a mitigator amongst the sh ocking ‘news’ that arrives unpredictably, and is the steady, unwavering anchor to which people can cling during this social turmoil. Formerly, in part I, these mundane funerals epitomized Heaney’s earlier condemnation of traditional euphemism in death, notably present in ‘Mid Term Break’ when Heaney feels swamped and overwhelmed by ‘old men’ and the swamping ‘whispers’ of distant relations. ‘Now’, however, when faced with the abhorrent alternative of uncertainty, this ‘ceremony’ is a pillar of normality and predictability, for which the people ‘pine’. Despite this longing for ritual, Heaney seeks an alternative to the ‘obedien[ce]’ and ‘shackl[ing]’ of the religious ceremonies, which are remnants of the religious roots of the ‘feud’. Instead the focus is moved to the image of a ‘serpent’ procession. Through the image of the archaic ‘serpent’ and the ‘megalithic doorway’, evocative of a primeval, prehistoric existence, and of Celtic symbolism, Heaney supersedes modern Christianity, and, in conjunction with a shift from the personal pronoun ‘I’ in part I, to ‘we’ and ‘our’ in part II, hopes to unify the ‘whole country’ by their collective roots in pagan spiritual beliefs that existed without confrontation. Through descriptions such as ‘purring’ and ‘muffled’, Heaney creates a gentle symphony of stillness and background noise, embodying the peace which Heaney aims to conjure in th is section, as mirrored by the ‘quiet’ and ‘slow’ procession. This tranquillity resembles that of the stillness in part I, but it is somehow imbued with positivity. Where descriptions like ‘dulse’ in part I render the environment dull, the lush, bucolic notion of a ‘grassy boulevard’ in part II is more vibrant and sensory compared to the cool, alabaster ‘soapstone’. Aurally, the word ‘grassy’ conjures a sense that the ‘serpent’ procession is ‘dragg[ing]’ and rustling through whistling blades of grass, and it evokes a complex olfactory melange of dank earthiness, yet one that is fresh, sedgy and verdant. These images immerse the reader in a scene of naturalness that galvanizes an appreciation for freedom and airiness in the reader that is in contrast to the confined ‘rooms’ of part I. Drawing from the geographically recognizable Irish symbols of the ‘great chambe rs of Boyne’ and the ‘Gap of the North’, Heaney resurrects an intrinsically Irish Ireland a unified halcyon of pre-Christian beliefs, where unrest is non-existent and peace is so profuse that the environment is almost soporific, as embodied by the ‘somnambulant women’. The sense of solidarity and ritual continues in part III. The action of ‘put[ting] the stone back’ is evocative of kinship and co-operation; required to move a heavy boulder. Furthermore, this image is highly suggestive and reminiscent of the Christian belief in the stone of Jesus’ Holy Sepulchre being replaced after he was entombed, which could imply many things. Heaney may be attempting to coalesce aspects of the Christian faith and the Irish spiritual faiths in a further demonstration of unity, or he may be suggesting that those buried in the ‘sepulchre’ which he has ‘prepare[d]’ will be resurrected like Jesus, which purports this new ceremonial unity as transcendent and all-powerful. Either way, this sense of â€Å"sealing away† of the dispute is said to ‘allay’ the ‘cud of memory’ of the feud. The description of the memory as a ‘cud’ evinces that it is something which Heaney has been tryi ng to digest, but simply cannot, implying that the violence is so repulsive it is almost emetic. Sonically, the monosyllabic bluntness of the ‘/ud/’ sound in ‘cud’ reinforces this sense of disgust, and the glottal ‘/c/’ mirrors the process of regurgitation, which engenders a sensory connection in the reader with the rawness and magnitude of Heaney’s revulsion at Ireland’s social turmoil. Consistent with the pagan society from which he has drawn, Heaney introduces another primordial figure; ‘Gunnar’, whose Nordic name means ‘warrior’. Gunnar’s intrinsic identity is one therefore imbued with violence and savagery – pervaded by notions of ‘honour’ and revenge. Gunnar’s ‘unavenged’ death breaks this cycle of violence and retaliation, and the breaking of this cycle seems to invoke a sort of metanoia in him, as he begins to ‘chant’. The word ‘chanting’ concerning Gunnar, conveys a sense of frenzied and impassioned speech, evoking that something has been awoken in him. This is mirrored by the radiant image of ‘four lights burn[ing] in [the] corners’, which pierce and illuminate the darkness of the closed tomb, as if sparks in a mind closed to the light of truth. The sense of symmetry conferred by the specific placement of the fires (in the ‘corners’) creates a sense of ritual and purpose in this occasion, which furthers the impression that this is a miraculous, divine and ineffable stimulation. Gunnar has undergone a transfiguration from bloodthirsty warrior to a placated, ‘joyful’ being, who ‘turn[s]’ to the ‘moon’. The word ‘turn’ is significant as it encapsulates Gunnar’s change; ‘turn[ing]’ away from the impasse of abhorrence, and instead centred on all that it inherently good and calm, embodied by the ‘moon’, which acts a symbol of luminescence and stillness, as it evokes an image of a radiant orb, suspended as a beacon of light amongst the dark of the sky (just as the lights in the burial chamber). The description of the tomb of those Heaney’s procession has buried as a ‘hill’, parallels Gunnar’s ‘mound’, and the poet begins immediately to draw spatial and physical connections between the two through this geometric and visual similarity. This is but one of the parallels drawn between the Irish and Gunnar: most notably, Gunnar’s rebirth came about due to ritual, mirrored by the ritual Heaney hopes for in part II. Through ‘Funeral Rites’, Heaney therefore suggests that through unified ritual, the people of Ireland may forge their own ‘Gunnar’; an unexpected mould-breaker, invaded by an incomprehensible inner catalyst for peace. This messiah-like figure will conquer the unrelenting deadlock of violence, to reveal to the Irish people the beauty of peace, allowing their own resurrection and rebirth, and to be ‘joyful’ once more.

What Is a Malapropism Definition and Examples

The term  malapropism refers to the incorrect use of a word in place of a similar-sounding word, typically with a humorous result. Malapropisms are usually unintentional, but they can also be used intentionally to create a comic effect. Whether accidental or deliberate, malapropisms often turn serious statements into funny ones.   Malapropisms are sometimes called  acyrologia  or  phonological word  substitutions. History of the Term The word malapropism is derived from the  French word â€Å"malapropos,† meaning being improper or inappropriate. However, malapropism did not enter common parlance as a grammatical term until  the publication of Richard Brinsley Sheridan’s 1775 play  The Rivals. The Rivals  featured a comedic character named Mrs. Malaprop, who frequently confused  words  that sound alike but have wildly different meanings. Some of her  mistakes included substituting the word contagious for contiguous  Ã¢â‚¬Å"contagious countries† and geometry for geography.  These slip-ups earned her big laughs from audiences and resulted in the creation of the term malapropism. William Shakespeare was known for using malapropisms in his work. He called the verbal mistakes Dogberryisms, named after a character from  Much Ado About Nothing. Just like Mrs. Malaprop, Dogberry frequently conflated similar-sounding words, much to the audiences amusement.   Common Malapropisms In everyday life, malapropisms are frequently used unintentionally. Malapropisms can muddle the meaning of a sentence, and they often generate a laugh at the speakers expense. Remember that  just because two words look  or sound alike, they do not necessarily have similar meanings. Here are some of the most common malapropisms.   Jive vs. Jibe: The term â€Å"jive† refers a dance style, while â€Å"jibe† refers  to two or more entities complementing each other. Peanut butter and jelly do not â€Å"jive,† but the two tasty spreads certainly do â€Å"jibe when combined in a sandwich.  Statue vs.  Stature: A â€Å"statue† is a sculpture of a person, place, or thing. The term stature† refers to an individuals height or reputation. You can describe a person as having an impressive stature, not an impressive statue — unless theyve just had their likeness memorialized in bronze.Erratic vs. Erotic: The word erratic describes something that is unpredictable and irregular. Dont confuse it with the word erotic, which refers to something that is suggestive of sexual desire.  Calling someones behavior erratic has a very different implication  than calling someones behavior erotic.  Installation vs.  Insulation: When you order a new refrigerator, chances are youâ€⠄¢ll have to pay for installation: the process of physical set-up. But if you take your coffee to go, you’ll want to keep it in a thermos with insulation, which is a special material that retains heat. You wouldn’t say, â€Å"My thermos has lots of installation,† but you might say, â€Å"It has proper insulation.†Monotonous vs. Monogamous: A monotonous job is a boring one. A monogamous relationship is one that involves two people only. Telling your spouse you don’t want a â€Å"monogamous lifestyle† when you actually meant â€Å"monotonous lifestyle† can land you in some serious trouble. Malapropisms in Popular Culture Celebrities and other public figures have used plenty of malapropisms over the years.  Their verbal slip-ups generate lots of laughs and often enter the permanent pop culture record. Here are some of the funniest malapropisms in recent memory. â€Å"Texas has a lot of electrical votes.†Ã‚  New York Yankee  Yogi Berra meant to discuss â€Å"electoral† votes. Electrical votes do not exist,  unless  you’re voting on the best electrician.â€Å"We cannot let terrorists and rogue nations hold this nation hostile or hold our allies hostile.†Ã‚  Its true that terrorists may be  Ã¢â‚¬Å"hostile† (or unfriendly) to our nation, but President  George W. Bush  meant to use the word hostage: hold this nation hostage or hold our allies hostage. (the act of detailing a prisoner).â€Å"Alcoholics  Unanimous.† Chicago’s former mayor Richard J. Daley swapped the word â€Å"anonymous† (unknown or nameless) with â€Å"unanimous† (consistent or united). The resulting malapropism suggests an organization that unites individuals with alcoholism.â€Å"Listen to the blabbing brook.†Ã‚  Comedian Norm Crosby is known as â€Å"The Master of Malaprop. In this line, he ca lls a brook blabbing (as though it wont stop talking) when he really means babbling (which refers to the soft sound of water flowing).â€Å"Why, murders the matter! Slaughters the matter! Killings the matter! But he can tell you the perpendiculars.† Here, The Rivals  infamous  Mrs. Malaprop uses the word â€Å"perpendiculars† (which refers to two lines at a 90 degree angle) when she should have used â€Å"particulars† (which refers to the specific details of a situation).

Mental Health Of Students With Anxiety And Depression

Today, more than ever, schools must be educated regarding the mental health of students and any challenges that they may face when working towards academic and social success. There have been many published evidence based approaches when working with students with anxiety or depression, but there are some disorders that have not had the focus that they deserve and leave school counselors and teachers attempting to navigate through services without a thorough understanding of the needs of the students. Attachment disorders fall into this category, specifically reactive attachment disorder (RAD). â€Å"Unlike many disorders that are proven or presumed to have a genetic, biochemical, or other internal basis, RAD, by definition, is caused by the environment† (Shaw Pdez, 2007, p. 71). As a result, there is little evidence of treatments that have had a major effect. However, there are interventions that have been beneficial to supporting the child in the school environment. Attachm ent disorders are rare within the general population and include only about one percent of children, while these disorders are present in about forty percent of children who were adopted or reside in foster care (Losinski, Katsiyannis, White, Wiseman, 2016). Children in foster care have been a population that I have worked extensively with and find that they are often times underserved in many aspects. By identifying the etiology, implications for the students, and interventions for school professionals,Show MoreRelatedDepression And Anxiety Among College Students Essay1376 Words   |  6 PagesIntroduction Anxiety and Depression disorders are two of the most common mental disorders in the United States (Falsafi, 2016). It appears that the two disorders are widespread amongst college students and most cannot manage the high demands and stress (Falsafi, 2016). Therefore, they feel more prone to depression and anxiety (Falsafi, 2016). According to the authors Miller Chung, mental health amongst college students in the United States is a growing public health concern and educators areRead MoreThe Connection Between Stressors And Mental Illnesses1262 Words   |  6 PagesSpecific Aims Cases of mental illness in colleges are growing. There is a increasing number of students in colleges, and with that an increasing number of students developing a mental illness. The hypothesis is that first year students from low income and lower social statuses are developing serious mental illnesses as a result of the high demands of college course loads and as a result are relying on dangerous methods of coping. The project will focus on the following: The connection betweenRead MoreThe Effects Of Bullying In Schools1136 Words   |  5 Pagesbehaviours towards an individual(s) with the intention of physical, mental or emotional harm for one’s own personal gain (Spears et el 2008, p. 6). Bullying has long and short-term effects on an individual such as alienation, engagement in violence, decline in attendance and academic performance and a higher chance of developing a mental illness (Spears et el 2008, p. 8). Recent research indicates that’s one in four Australian students are bullied in school (Baker, 2015). This demonstrates that the issueRead MoreThe Problem Of Depression And Anxiety Disorders1527 Words   |  7 Pagesthe main concerns college students face today are financial difficulties and lack of sleep. But upon closer inspection the main predicament comes into focus; mental illness. Mental illnesses detriment students immensely, with about ninety-two percent of college students suffering from some form of m ental illness. The two most common occurring mental illnesses are depression and anxiety disorders. Nearly twenty-seven percent of students experience some form of depression, which takes away all motivationRead MoreThe Prevalence Of Mental Illness1348 Words   |  6 PagesMental illness is increasingly being recognized as a challenge faced by many Canadians. The Mental Health Strategy for Canada estimates that ‘in any given year, one in five people in Canada experiences a mental health problem or illness’. (Bartram et al., 2012) The prevalence of mental illness is not exclusive to the Canadian population and it is estimated that these figures are rising. In 2004, the World Health Organization ranked major depression as third in terms of the overall burden of diseasesRead MoreEvaluating The Mental Health Of The Students And Screen For Psychological And Psychiatric Disorders Such As Depression1612 Words   |  7 Pagesof 900 students, 352 people participated in the sur vey. A total of 173 students or 51.8 percent of the participants had paid tuition fees. Of those who participated, 250 students had acquired monetary aid from their parents. Of those who borrowed money from their parents, 148 believed that the financial help caused unduly stress on their families (Ross, et al., 2006). A total of 34 student applied for financial hardships funds, with 15 receiving assistance. One hundred three students were employedRead MoreCollege Student And Mental Health1026 Words   |  5 PagesMerritt Voit Dr. Nystrom ENGL 1301 – 06 S 26 November 2016 College Student and Mental Health Getting ready to transition into the college lifestyle was something I was both nervous and excited for. The thought of a new school, teachers, friends, and living arrangements all gave me the satisfaction of feeling like a true adult. Knowing that I would finally be the one making decisions for myself and managing my own time seemed like the perfect end to all of the years of being told what to do and whereRead MoreThe Life of Univeristy Students1694 Words   |  7 Pagesinfluence towards these young adults. It is the time now that the students begin to face new responsibilities and challenges and learn to conquer them but unfortunately it hasn`t been going the way that it’s been expected to. The rising issue of mental health problems is climbing the ladder as more and more students are being accustomed to it. This is no longer seen as a simple issue; it’s becoming more complex as majority of the students are showing vital signs of helplessness. Obiviously the pathway Read MoreMental Illness Is A Condition That Affects Millions Of Americans1289 Words   |  6 PagesMental illness is a condition that affects millions of Americans, but with the correct treatment, it is becoming more and more possible to live close to a normal life. It is estimated that one in five Americans experienced some form of mental health issue within the last year. The most common form of mental illness experienced in the United States is anxiety disorders (Kinsman), which affect nearly 40 million Americans. The second most common is depression, affecting approximately 19 million AmericansRead MoreA Psychology Participant Pool Questionnaire1006 Words   |  5 Pagesthrough a psychology participant pool questionnaire, Patient Health Questionaire-9 (PHQ-9). 100 racial minority undergraduates with elevated depression were pulled from the questionnaire. Among the 100 participants, there was 45% male and 55% female with the average age being around 19. The college undergraduat es ranged from freshman to seniors with, 67% freshman, 20% Sophomores, 10% Juniors, and 3% Seniors. Among the college students, the majority were African-American at 85%, Asian 10%, and the

CDA Sample free essay sample

One of my goals is to make sure that everything is safe for the children both in-door and out-doors. To accomplish this I check on a daily basis for broken toys and any equipment in the class that is not working. When we go outside to the playground I make sure that all the equipment used is secure and does not have any sharp edges or rusted parts. This is to avoid any lacerations and prevent potential injuries. I also talk with the children about all the safety procedures that need to be obeyed in school. For example, while in the classroom, one of the rules is that children need to respect each other and that no rough play is allowed. Another safety procedure is for the children to learn what to do in the case of emergency. A fire drill is practiced various times during the year so that the children are prepared for any emergency. Healthy Goal : Provide a clean, healthy environment that meets each child’s needs Model and practice healthy habits with my children Teach children about health care and good nutrition Health is a key subject in my class. I first make sure that every day all the tables and chairs are clean. I make sure that the bathroom has toilet paper and soap. We teach the children that they need to wipe their hands with soap and water before they eat and after they come from any outside activity. I also teach the children the importance of being clean, of taking a shower every day, of brushing your teeth, keeping your hands outside of your mouth and also about germs. We also teach them about the consequences that can happen for not keeping a healthy environment. Another key component is the importance of having a balance diet. I teach the kids that the body needs vegetables, greens, cereals and other foods to keep healthy. I teach the children that it is important for them to have fun and do a daily exercise. If any of the children is sick we separate him/ her from the rest of them to avoid contact. We also proceed to contact the nurse to help determine if the child needs to be picked up. If the child is not picked up and has to stay in the classroom we make sure to monitor him during the day, which includes checking for any fatigue, fever or any unusual behavior. Learning Environment: Goals: To provide a wide variety of developmentally appropriate materials to meet the needs and interests of the children To arrange the classroom into learning centers and work with children in individually and in groups Plan different activities so the children can learn and many ways What I think is important for the Learning Environment is an age appropriate and easy to follow routine. In that routine I make sure that it’s interesting for the children, enjoyable, and most importantly that they learn on a daily basis via repetition. The routine starts with the rules of the class which teaches the kids how to respect each other, follow directions and what the teacher expects from them throughout the day. Next, we have a circle time in which we learn the letter of the week, the number of the week and the subject (i. e. Weather or manners). After that we have our center time where the children learn how to take turns, how to share with friends and also encourage them to use proper manners (i. e. saying please, thank you, waiting for your turn). The most important thing for me is my classroom setup. I make sure that everything in the class has a learning purpose involved. For example, I make sure that we have examples of numbers, letters, puzzles and other activities that support the objectives for the week. I believe that the learning environment needs to be entertaining so that the children are not easily distracted. I try to incorporate practical exercises into the teaching environment, like taking the children outside and making them partake in easy experiments. I also like to invite teachers or experts from other classes to make a presentation on different subjects. Physical Goal: Provide a variety of equipment, activities and opportunities to promote physical development To encourage to use both gross and fine motor skills To introduce exercise as a self-esteem builder One of my goals is to have activities planned that will help develop the physical level of the students. Every day, during the morning, we dedicate a five minute period for exercising. In these five minutes the kids are taught the importance of stretching and breathing properly. The students are also taught the importance of eating the right food and doing exercise on a daily basis. I also prepare outside games with the class which involve some level of strategy, team effort, and require physical development. Providing the proper equipment can make free play a very good way to achieve this advancement. Cognitive Goal: Provide opportunities for children to begin to understand cause and effect Create an environment that encourages them to explore, develop confidence and knowledge Encourage children to talk about their experiences I provide different activities to develop different learning styles for the children. The class is divided into different centers. The science center is setup to learn about different subjects such as the life of an animal, how water changes into different forms, and also to learn how stuff works. This science center is done once a week so that the kids are exposed to different areas on a weekly basis. Another center is the building center which is equipped with different types of blocks. The children are asked to use their imagination to create different shapes and use different structures to build houses, rockets and other things. In all these centers we also emphasize that each child needs to respect each other, learn how to take turns, listen to each other and learn how to resolve their own problems. Communication Goals: Provide activities to encourage listening and comprehnsive skills Encourage everyday communication to enhance their vocabulary Listen attentively to children and try to understand them and help them to communicate In my class we teach that communicating with each other is very important. We encourage the child to communicate their feelings and thoughts by different forms of expression. One of the things I like to do in class is practice Show and Tell. This activity is performed on a weekly basis and each child is asked to bring an item from home that is related with the letter of the week. Each child must present to the rest of the class and talk about the item they brought from home. This exercise promotes the children communication skills as they gain confidence in speaking in front of a class and learn to express their thoughts to others. Show and Tell is done on a weekly basis and each child is given asked a set of questions to assist them in the presentation. Another key aspect under communication is to assess the different levels of preparedness between the children and be able to identify if any speech or hearing impairments exist. If any concern is identified these are communicated to the parent for consideration along with a potential solution. Finally, in the classroom, I ensure that most items are properly labeled with both the word and picture of the object. This promotes visual communication and helps retention by association with pictures. Also, a small collection of books is available to the children, from which one is picked on a daily basis to be read as part of the classroom activities. Creativity Goal: To encourage the children to try new different activities To provide opportunities that stimulate children express their creativity To give the children the opportunity to use different materials to express themselves In our class we provide different types of toys to promote children creativity. We have an area designated as the art space where the children are allowed to use materials such as paintbrushes, glue, stickers and coloring paint. The children use these materials to make different projects that are later sent back to the parents and/ or displayed in the classroom. In the different projects the children are taught various techniques for coloring, cutting and putting stuff together. Once these techniques are taught, the children are left with an open canvass to use their creativity to create something. We also have a monthly family project, which is sent home to the family and requires the participation of all to complete. This promotes creativity outside the workplace and helps associate and attract school activity with the family. Another method used to promote creativity is teaching children alternative solution techniques to a single problem. The children are presented with a simple problem that could have many solutions and are asked to explain how they would resolve each problem. They are also asked to complete unfinished sentences or stories with the use of their imagination. To accomplish a round table is setup in form of a dialogue in which the kids are asked to provide their opinion on how a story should end or to fill in the blank by saying what best completes an idea. Self Goal: To encourage the children to practice self-help skills To treat each child as an individual to know his/her own strengths Provide physical and emotional security for each child and help them accept and take pride in himself or herself In class we spend some time talking about each one of the children so that they first get to know each other and help them understand that they are all unique and different. We like to emphasize the positive qualities of each child and make them known to the rest of the class so that they all feel special and part of the class. In one of the walls in the class we have a picture of the child family and we ask each child to tell us about the picture and what is special about their family. We consistently praise the children for work done on their own and promote and environment where they are able to accomplish things by themselves. For example, the water fountain, cubbies and different resources are all set at their height so that they are able to perform simple tasks on their own. Finally, all good deeds are strongly praised, which promotes a healthy social environment and the desire of the class to do positive works. The good behavior is rewarded with a weekly treasure chest, in which the kids have the opportunity to pick an item from the chest and show it to the rest of the class. As a teacher, we remind them why they are going to the treasure chest and tell them to keep up the good work. Social Goal: To help each child to feel accepted in the group. To encourage children to express their feelings To encourage children to comfort and help one another At our school it is important for children to learn to get along with each other and also with the teachers and with students from other grades. This type of development starts with example from the teachers in the class. Each teacher is treated with respect and no arguing, yelling or discussions are accepted in front of the children. We also make sure that everyone gets along with each other by making the children talk and interact amongst them, weather this be inside or outside the classroom. Games are setup so that participation of all children is required and all opinions and ideas are respected. We encourage the proper behavior in class by having a daily reward chart, where the child is awarded a daily sticker for good behavior. We also have the class rules on the board, along with the consequences, which are read every day to remind the children of the behavior that is expected. Some of the rules are no yelling, no hitting, no fighting and no arguments. If an argument arises between two children, then these are immediately separated and a conversation is promoted between them with the teacher as a mediator. The ultimate goal is to have them learn to respect each other and teach them to get along. During the week we also talk about different types of feelings, such as mad, glad and sad and what are the things to do if you find yourself with a bad feeling. The children are also observed to see any signs of depression or anger that might require additional expert assistance. Guidance Goals: To build a trusting and comforting relationship with each child To encourage children to solve their own differences To provide a learning environment with appropriate and acceptable behaviors as individuals and as a group One of the key aspects in guidance is that both the child and the parent know what is the lesson plan and activities that will be done on a daily and weekly basis. A schedule is sent out to the parents so that they are aware of the activities done and so that they can reinforce the lessons learned at home. The children are also told on a daily basis what the schedule of the day will be and what are the expected learning outcomes from the different activities. The schedules are planned to be part of a routine, so that the child feels comfortable with the class setting and can adapt to the different methods used. For example, a daily song might be sung about the alphabet, which later might be followed by a story, and finally a time for centers is allowed. Guidance also is taught in order to resolve different practical exercise’s and even conflicts. In class, children are guided and suggested to provide answers in order to start developing their own thought process. Also, guidance is taught by preparing step by step process for the different activities that the children can easily follow. Repetition of directions is key at this age so that the kids learn what is expected from them when preparing different projects or assingments. Families Goal: To maintain an open, friendly and cooperative relationship with each child’s family To establish opportunities for parents, and family members to be involve in the children activities It is important for us to have a good relationship with each parent. At the beginning of the year we start with an open house, before classes officially start, so that the parents can see where the child will be attending and so that they are familiarized with the classroom setting. We provide all the information required to the parent like the schedule of daily activities for the week. We hold three mandatory conferences during the year (one each trimester) to provide the parent feedback on the child development. In these conferences we discuss the child’s development, strengths and address any areas of concern. I give my information to the parents so that they can contact me with any concerns or if they require any information regarding the school activity. Parents are welcomed to volunteer during the year and are signed up to participate in different activities. We also have different programs that parents are welcomed to join and participate. For example, the thanksgiving lunch, the Christmas show and other events. In the child’s birthday the parents are welcomed to partake in that day and share with the child the day in class. I believe that the children education is a joint effort between the teacher and the child’s family. We always maintain confidentiality about children and their family. All records are kept in the school office and off limits except to authorized staff and management. We are always conscience of any issues in the family that maybe affecting the child’s behavior at school. We promote communication and offer assistance to any family going through any difficulty. Family projects are planned during the year so that both the child and the family partake and share the activity. This promotes and involves the parent into the child’s work and helps them also assess the strengths and weakness of each children. It also helps combine and reinforce the teaching done at school back to the home. Program Management Goal: To establish a clear understanding of the program To implement procedures to help children to make a smooth transition from one group to another We start with the curriculum called the Letter People that is really good for the pre-k age. The curriculum teaches the children the letter of the week using different themes an styles. In class we get together with all the grade level teachers on a weekly basis to put together the curriculum for the following week. In this age it is very important to have a cutting, paste and tracing activity every week to promote motor skills in each child. What I like about these meetings is that we share best practices and ways to implement new teaching methods that each teacher has experienced. All projects are planned ahead of time to ensure that all materials are available and that each child understands perfectly what to do. The classroom setup is changed each quarter to keep it interesting for the children. The changes revolve around the different holidays or seasons in the year. We also plan so that one week in a two month period is dedicated to reviewing previous material and to reinforce any problems that the class or student might have (Practicing a letter or number). All of the children documentation is kept up to date. This includes all medical forms, parent- teacher meetings and any other document related to the children education. The office also keeps us informed of any changes to a particular procedure or if a new responsibility is required. I understand that not all children learn the same and that is why we separate them into different groups according to a continuous assessment of their learning. Children that have mastered learning quicker and put in different groups than those that are still learning a skill. This allows to separate any issues and help keep all of the class motivated at each children own developmental speed. Professionalism Goal: To continue my education in the early childhood field To ensure a well-run, program responsive to participants needs To be a competent organizer, planner, record keeper, and a cooperative co-worker There are many ways in which I show my professionalism. I really enjoy working with children so I always demonstrate a positive attitude in the class. I try to always be involved in every activity even if it’s a mess one. I talk to the teachers about different topics and I try to listen to them and give my best to each one of them. I also have three children at home and I try to treat the students the same way as I treat my kids, which is the uttermost respect, love and care. As a professional continue to participate in any training that the school offers so that I can bring the latest techniques and methods back to the classroom. Also, as a professional I strive to have work prepared for each class with examples and different teaching methods. I also make an effort to understand each child’s strength and see what the areas of greatest opportunity are for each child. In my lessons plan every week I try new learning activities and methods. I encourage the child to explore each learning center in the classroom. Our centers are manipulative, science, blocks, art and computers that the children rotate during the week. We have jobs assigned to the children each week like the calendar helper, the teacher helper, door holder and line leader. All children will have the opportunity to have each of the jobs during the year. A lesson plan will be post to the parents to be viewed each week. At the end of the day there is a daily event note posted on the door to let each parent view what was the activity of the day.