Private School vs Public School Essay Example for Free

mysterious instill vs exoteric School EssayMany unrestricted school facilities ar impressive others atomic number 18 mediocre. The same is true of tete-a-tete schools. In the public school formation, the twin engines of political support and economic tax base are critical. In tete-a-tete schools the ability to attract endowments and other forms of financial support are just as critical. Private school facilities reflect the success of the schools development team and that of the school to continue to generate alumni support. well-nigh hush-hush K-12 schools postulate facilities and amenities which surpass those found at numerous colleges and universities. Hotchkiss and Andover, for example, need libraries and athletic facilities on a par with those at Brown and Cornell.They also offer academic and sports programs which make full mapping of all those resources. It is hard to find comparable facilities in the public sector. They are few and far between. worldly co ncern schools also reflect the economic realities of their location. Wealthy suburban schools result have more amenities than inside city schools as a rule. Think Greenwich, Connecticut versus Detroit, Michigan, for example. So, who has the edge? Lets call it a draw, all things considered. clear SizeAccording to the NCES report Private Schools A Brief Portrait hole-and-corner(a) schools win step up on this issue. Why? Most snobbish schools have small class sizes. One of the key points of orphic education is individual attention. You need student to teacher ratios of 151 or better to strike that goal of individual attention. On the other hand a public dust has to take roughly any genius who lives within its boundaries. In public schools you will generally find much large class sizes, sometimes exceeding 35-40 students in some inner city schools. At that point teaching rapidly degenerates into babysitting. trainingPublic sector teachers are generally better paid. Naturall y compensation varies widely depending on the local anesthetic economic situation. Put another way, its cheaper living in Duluth, Minnesota than it is in San Francisco. Unfortunately low commencement salaries and small annual salary increases result in low teacher retention in umteen public school districts. Public sector benefits have historically been excellent however, health and pension cost have risen so dramatically since 2000 that public educators will be forced to pay or pay more for their benefits. Private school compensation tends to be somewhat lower than public. Again, much depends on the school and its financial resources.One private school benefit found curiously in boarding schools is housing and meals. Private school pension schemes vary widely. Many schools use major pension providers much(prenominal) as TIAA-CREF Both public and private schools require their teachers to be credentialed. This usually means a spirit level and a teaching certificate. Private sch ools tend to hire teachers with advanced degrees in their subject over teachers who have an education degree. Put another way, a private school hiring a Spanish teacher will want that teacher to have a degree in Spanish language and literature as opposed to an education degree with a minor in Spanish. BudgetsSince local property taxes support the slew of public education, the annual school budget exercise is a serious fiscal and political business. In poor communities or communities which have many voters living on fixed incomes, at that place is precious small-scale room to respond to budget requests within the framework of projected tax revenue. Grants from foundations and the business community are essential to creative funding. Private schools on the other hand bum raise tuition, and they also bunghole raise significant amounts of money from a variety of development activities, including annual appeals, cultivation of alumni and alumnae, and solicitation of grants from foun dations and corporations. The unwavering allegiance to private schools by their alumni makes the chances of fund-raising success a real possibility in most cases. administrative SupportThe bigger the bureaucracy, the harder it is to get endings made at all, much less get them made quickly. The public education system is notorious for having antiquated work rules and bloated bureaucracies. This is as a result of union contracts and army of political considerations. Private schools on the other hand generally have a lean wariness structure. E actually dollar spent has to come from operating income and endowment income. Those resources are finite. The other dispute is that private schools rarely have teacher unions to deal with.Advantages and disadvantagesThere are many advantages and disadvantages to both public and private schools. As a parent, both options must be explored and the choice must be based on what is sort reveal for each particular child. Public schools often have a larger variety of subjects available, especially when it comes to electives. However, what is learned is somewhat decided by the state because public schools need to do well on standardized testing. Private schools, on the other hand, whether parochial or private have much more freedom of choice in curriculum and can choose to make their own assessments. Because of the individualized instruction, private schools tend to do generally better on standardized testing, that is, if they choose to use it. Private schools, many times, have more demanding curricula and have a higher rate of students who go on to attend college. Public schools are larger and also have larger class sizes. Public schools also have larger student-teacher ratios.According to a web site called Public School Review, Private schools honest 13 students per teacher, compared with an average of 16 students per teacher in public schools (public school review). However, public schools have certified teachers. Private schools typically have teachers who are not state-certified and who may not have expertise in their subject matter. The biggest difference between public and private schools probably is that public schools are required to educate all students. They cannot repudiate any student admission.On the other hand, private schools have complete control about which they endure and can kick students out much more easily. Public schools are funded by tax revenue whereas private schools are funded privately. That means private schools cost money to attend called tuition. Taxpayers pay for public schools so the payment is included in what people pay. However in private schools, the payment is upfront for students to attend. Overall, there is no one right answer for which kind of school a student attends-public or private. The decision must be made for each individual student as there are advantages and disadvantages of both.ComparisonsPrivate school can be more beneficial than going to a public school. Private schools decoct on preparing students for the next level of education public schools are focused on test preparations sessions. Choosing the right school system for your child has a repercussion towards their future education. In the public school system the classrooms are overcrowded with students. Each class has an average of 27 to 30 students to it, which can limit the ability of one on one interaction with the teacher. A lot of the bullying issues come from the unstructured dress codes. This can create social divide to the less fortunate kids that cant afford all the hollo brand items. In public school teachers are quick to say your child needs to be on medication if they are high strung, without knowing what other forms of issues might be occurring in the home.When parents generate to discipline their child at home the school seems to always try to step in. Some things should be up to the parents to handle without haven to worry about the school stepping in. In the private school system when a child enters the school for the first time he or she will start out with a minimal class size with no more than 20 students. This allows more one on one time with the teacher, it also opens up more time for activities. The private school has a very strictly enforced dress code to eliminate animosity between the students. The schools are very family lie with parents and students being involved with school activities. Teachers and parents are held to higher standards from the private schools. Teachers are expected to continue to win and parents are obligated to maintain discipline of their children even in their absence. The testing that takes place at private schools is called Terra Nova, and kids are tested two or three times a year.ConclusionSo, who comes out on top? Public schools or private schools As you can see, there are no clean answers or conclusions. Public schools have their advantages and disadvantages. Private schools offer an alter native. Which works best for you? Thats the real question which you have to answer.

A Look At Greek Lyric Poetry And John Cage Essay Example for Free

A Look At Greek Lyric Poetry And commode Cage EssayMusic goes beyond language barriers it speaks no language but that of the heart. However, like altogether art forms it has tenets and principles as to what is replete(p) music and what is simply noise. How about when artists claim that their works are music when it seems that these are perceived to be avant garde, not the kind of music that dominates the cultural period and worse, does not occur from tradition?This paper seeks to take a look at the music in Hellenistic Greece, in particular a lyric by one of its known muses, Sappho, with her only surviving complete work, Ode to Aphrodite, and canvass it with what is considered to be experimental composition from John Cage, his 433. Both pieces were meant to be performed although how these are performed likewise raised questions. Ancient Greece is revered to be a center of learning, where arts and culture flourished.It was one of the places where the early treatises on t he different art forms were written, and they were keen to what constituted good and bad art, giving raise evening to debates as to what is the function of art. Plato was known to promote the arts that allow inspire peoples thinking, not their emotions, for he considered human emotions a weakness, and also because during that time musical scales developed from the study of the harmony in the universe, the mathematical equations used by the Pythagoreans (Henderson, 1957).It was because of this that he did not approve of the poets lyrics, because it deviated from the musical modes they were used to and relied on what sounded good to the ear, making music became accessible to the people (Anderson, 1966). Sappho was one of those poets whose lyric poetry when sung communicated the love and sensuality it contained, as with her work Ode to Aphrodite, deviating from their traditionally highly mathematically composed melodies where people were supposed to be politic and listen to rigidly , for her lyric love poems were made to be felt and inspire emotion.In this way, Sappho, and her contemporary poets at the time helped create a turn for Greek music. Like Sappho, John Cage contributed to music with his compositions, characterized as avant-garde especially his chance pieces. However, his work that challenged perceptions and definition of music is his notorious 433, a piece where for four minutes and thirty-three seconds the orchestra plays nothing.John Cage wrote this piece when he realized that thither will always be sound, and deliberately wrote Tacet, to instruct the musician not to play. What Cage wanted for the audition to hear was the different sounds that occur during the interval the piece is played all the various sounds that one does not pay attention to because they listen to something else. This is different from silence, unless the figuratively the sound of silence, since Cages point was that on that point is always sound if one listens intently (Cage , 1973).Both Sappho and Cages music differed from one another(prenominal) in that Sappho was expressing herself through her poetry, while Cage was making the listener turn to his purlieu. Although created in different environment and cultures, both musical pieces can be interpreted in a personal way, making it a unique experience. Sapphos Ode to Aphrodite can mean something else to a modern listener than it used to in ancient Greece, and of course Cages 433 would always conjure something unique for each individual.What this shows us is that although music is made in a certain era, it can transcend the boundaries of time as languish as it resonates with what is human and universal, as an appreciation for the sounds around us and those that speak of love, and that although music is governed by principles of what makes it good, it will always be a matter of personal experience. SOURCES Anderson, W. (1966). Ethos and Education in Greek Music.Cambridge, HUP. Cage, John. (1973). Silence Lectures and Writings, Wesleyan Paperback. Henderson, Isobel (1957). Ancient Greek Music in The New Oxford History of Music, vol. 1 Ancient and Oriental Music, Oxford, Oxford University Press. http//homoecumenicus. com/ioannidis_ancient_greek_texts. htm, Accessed on June, 15, 2009. http//www. greylodge. org/occultreview/glor_013/433. htm , Accessed on June 15, 2009.

The Inspector in An Inspector Calls Essay Example for Free

The examiner in An inspector Calls EssayThe play was written in 1945 but surprisingly, J. B. Priestley decided to set it in 1912, as capitalism is the strongest before the war and poor people have to rely on charities due to the class system. Priestley is toilsome to convey to the audience a message that we are all equal and we have to look afterwards each other in order to survive. He gave us a clue before he departed, he said if we dont learn it now, we will have to learn it in fire, dividing line and anguish. This is a lead-in to us for what is going to happen in the future, this is also dramatic irony as we k new-made the fire and blood is from the soon coming war.Dramatic Irony is also used again when Mr Birling said the large she sails next week forty half dozen thousand eight hundred tons forty six thousand eight hundred tons New York in five days and every high life and unsinkable The truth is the Titanic has sinked, and as a audience we know this whilst t he narrator or the characters dont. Also, by repeating the weight of the ship we can interpret that Mr Birling is extremely proud of his country and this new ship, during that time, this is common as many people are nationalists then.In 1945, much of the capitalism and class secretion has gone because of the war, and because we know this its emphasis the proud and great feeling Mr Birling has for his country. The play begins as a simple and thrilling detective play, but it unfolds eventually. Due to the crimes and the responsibility the characters learnt to take, the plays unfolds into a mortality play and teaches us something. This is the struggle of Good and Evil.The Inspector reflects Priestleys ideas and thoughts and voice them out, Priestly himself is a socialist even before he has fought in the two major world wars and realises the importance of everyone and life. At the end of the play, the Inspectors final comment warns Mr Birling,because of his nature, the Inspector wanted him to change and to respect everyone and treat them equally. The name Goole Inspector Goole sounds mysterious and a bit sinister, this is support by the fact he seems to know a wide variety of things and all these knowledge and apprehension is the truth, which makes it even more sinister.

Plagiarism in Higher Education Essay Example for Free

piracy in Higher Education analyzeAl Ain Womens College, Higher Colleges of Technology, Al Ain, United Arab Emirates Abstract Purpose The purpose of this motif is to investigate the impact of the modern in conditionation society on attitudes and approaches to the pr take downtion of buc domiciliateeering and to examine a slight punitive, more than educative model. Design/methodology/approach The approach taken is a literary productions review of buc kittyeering in contemporary society acquireed by a case study of the schooling division of a tertiary- take college in the United Arab Emirates. Findings The authors advocate a move towards a less(prenominal) punitive, more educative approach which takes into account tout ensemble the relevant contextual factors. A c alone is made for a truly institutional response to a sh ard concern, with comprehensive and grab policies and guidelines which focus on streak, the growth of scholarly person skills, and the pro e xpeditious involvement of totally relevant stakeholders. Practical implications This approach could inform the policies and practices of institutions who wish to systematically deal with plagiarization in former(a) contemporary contexts.Originality/ revalue This story could be of value to indemnity obtainrs and administrators in tertiary institutions, particularly in English as a second language contexts, who treasure the l artificials of traditional approaches to buccaneering and wish to establish more effective practices. Keywords Copyright law, Information society, Dis money plant, United Arab Emirates root type Literature review Plagiarism in political discourse Politicians, more than anyone else, pauperization to render an image of integrity, honesty, and independent thought. Their election, their livelihood, and the fate of their constituents would seem to depend on it.Yet politicians jetly practice speechwriters who set out the speci? c trade union movement of conveying their thoughts, personality, and personal sincerity (see for example, Philp, 2009). It whitethorn be argued that although politicians do non ineluctably write the words themselves, they endorse the words they call. But what if the words themselves ar not true? In one instance, the presidential candidate Barack Obama was confronted by the fact that some of his speeches had taken material from Deval Patrick, the Massachusetts Governor. Obama admitted he should necessitate acknowledged his inception Education, Business and Society Contemporary Middle Eastern Issues Vol.3 no 3, 2010 pp. 166-177 q Emerald Group Publishing Limited 1753-7983 DOI 10. 1108/17537981011070082 I was on the stump. Deval had provokeed that we use these lines and I thought they were wide-cut lines . . . Im sure I should leave didnt this sequence . . . I really begettert think this is too big of a deal (Obama cited in Whitesides, 2008). Published by broad permission of HCT Press. Plagiar ism has been de? ned as the unacknowledged use of someone elses work . . . and passing it mutilate as if it were ones own (Park, 2004, p.292) and it is interesting to speculate whether such an excuse would be legitimate from a student by an educational activityal institutions piracy committee.Accusations of plagiarization in regime set out been made before, of course, though the outcomes were oftentimes different, suggesting that a shift whitethorn be taking stupefy in attitudes towards buccaneering in politics. In 1987, another presidential hopeful was forced to abandon his ambitions for highschool of? ce largely because he had plagiarised a speech by the British politician Neil Kinnock and because of a serious plagiarism incident in his law school years (Sabato, 1998).Ironically, the candidate was none other than Joe Biden, the man chosen by Obama to be his Vice President. In politics today, it seems as though plagiarism no longer signals the end of a c ber. In contr ast, students who are caught trick or plagiarising can be overmatch to sanctions and consequences that are severely life impacting, which in the United Arab Emirates (UAE) can grant permanent censure from all tertiary education (see for example, Higher Colleges of Technology (HCT), 2008).One question of fundamental concern that we mustiness take aim ourselves as tertiary-level educators is why college students, who have much less at stake, considerably less arrest and knowledge and who do not use English as their ? rst language, should be held to higher standards of responsibility in communication than those in the highest political of? ces? Yet, if we make allowances for students who are still acquirement to orientate themselves in efficiency member discourse, what standards should be applied? Plagiarism in a complex information society The concept of plagiarism is a relatively new cultural phenomenon.Greek philosophers regularly appropriated material from earlier works without compunction, and originality was considered less important than imitating, often orally, the great works of their predecessors (Lackie and DAngelo-Long, 2004, p. 37). All the way through the eighteenth and primeval nineteenth centuries, the study of rhetoric rather than written language was often the norm, with students required to give open speeches to assembled faculty. Only the subsequent move towards written assignments brought with it new perceptions of student plagiarism (Simmons, 1999, p. 41).Around the same time, in the earlier part of the twentieth century, the statuesqueization of citation styles from organizations such as the American Psychological experience marked a desire to standardise academician create verbally and provide a model for ethically quoting the work of others (Simmons, 1999, p. 42). With the rise of the information society and electronic media, another cultural shift seems to be underway. in that location have been recent suggestions that plagiarism is becoming more prevalent, and much of the blame has been placed on nearly universal access to the Internet (Scanlon and Neumann, 2002, p. 374).Park (2004, p. 293) refers to the ease of copying . . . in a digital introduction of computers, word processing, electronic sources and the Internet. However, the explosion of electronic sources of information has not fair made copying easier, it has overly made it much more central to our students cultural and social experiences. Students going into tertiary education have grown up with the internet and are at home with downloading free ? lms, sharing music and modifying and emailing all kinds of material taken from the web.They have baffleed highly skilled ways of conducting non-academic research using function such as search engines, social networking sites, podcasts, RSS feeds, discussion boards, etc. with Dealing with plagiarism 167 EBS 3,3 168 hyperlinks allowing them to saltation from site to site as though the inte rnet were a single-uni? ed source, and with copying and pasting a back of interaction. They take it for granted that a pop star such as allow. i. am can displume up and rework virtually the entire guinea pig of a political speech, and turn it into the award triumphant song and music video Yes we can, apparently without Obamas knowledge or consent ((The) ABC News, 2008).They are not surprised when this video is then embedded in countless web scallywags, with the lyrics of the song posted on music sites without any attri saveion of the original source (see for example, LyricsReg, n. d). This intertextuality is a perfect example of the postmodern, self-cannibalizing popular subtlety (Bowman, 2004, p. 8) that our students now engage with on a daily basis. Students may well bring to the classroom genuinely different ideas from their find outers to the highest degree what constitutes fair use.Indeed, one study of 2,600 tertiary-level students in the UAE found that just over 40 p ercent considered cutting and pasting from the internet as either trivial imposture or not cheating at all. The attitudes of UAE students are similar to those of other students around the world (Croucher, 2009). approximately theorists have gone a step further and argue that as the new media become more interactive and collaborative, it calls into question the totally idea of a creative, original, somebody who, as an autonomous scholar, presents his/her work to the public in his/her own conjure up (Scollon, 1995, p.1).The binary contri stillors to Wikipedia pages is a clear example of how a collaborative process undermines our sense of authorship. In addition, the thought of what constitutes fair use is changing quickly. This is exempli? ed by the open source movement where material can be downloaded, modi? ed, and shared with minimal and strictly controlled authors rights (See for example, Open Source Initiative, n. d). As Blum (2009) notes, the rules about intellectual prope rty are in ? ux. Where does this leave educators?Has plagiarism become an irrelevant concept, too superannuated in its de? nition to be of use in the production of educated professionals ready to take their place in our post-modern society? Do we have to accept Johnsons (2007) argument that in the digital age, writing an original essay outside of class for assessment purposes is no longer viable in its current form because of the ease of copying from the internet? Do we have to agree with him when he says such tasks are no longer even relevant because they fail to re? ect the modern workplace?As Johnson argues My transfer of training from education to the world of business has reminded me just how important it is to be able to synthesize content from multiple sources, put structure around it and edit it into a coherent, single-voiced whole. Students who are able to create convincing amalgamations have gained a valuable business skill. Unfortunately, most schools fail to recognize that any skills have been used at all, and an entire paper can be discarded because of a few lines repeated from another source without quotation marks.Plagiarism in education Plagiarism in education seems to operate under a very different set of rules from the pragmatic ? elds of politics or business and can create aroused responses that deploy highly charged metaphors such as The Plagiarism Plague (Bowman, 2004) or Winning patrol wagon and minds in war on plagiarism (Jaschik, 2008). In education, plagiarism is seen as a transgression against our common intellectual values, carrying justi? ably bad consequences for those guilty of the practice (Isserman, 2003).Why is it generally accepted that politicians can use ghostwriters, barely that students cannot, even if the stakes for the students are much lower? The vituperative issue for education is that plagiarism circumvents the regarding process (Spencer, 2004, p. 16). The process of analysing and synthesizing ideas, and refor mulating them in writing, is seen as central to learning. Only by ensuring that students struggle to consume material and develop their own voice do students go beyond surface information and develop higher order sentiment skills.As Isserman (2003) notes .. . ownership over the words you use . . . is really at the heart of the learning process. You can read a dozen books about the cold war, but if you cant inform what you have learned to someone else in your own words, no real learning has taken place . . . and you will have made no progress whatsoever toward realizing the central aspiration of a liberal-arts education the ability to think for yourself. Dealing with plagiarism 169 This struggle for intellectual development is not easy, which is precisely the reason that makes plagiarism attractive for some students.In most cases teachers are not bear on about literary theft, but that their students are missing out on opportunities for learning because they are weakness to e ngage with the material in a meaningful way. Plagiarism is therefore denying them the opportunity to learn lessons, amend their study skills, and improve their knowledge and understanding (Lancaster University, 2009, p. 3). If plagiarism is especially serious in education because it is an rampart to learning, then we should deal with instances of plagiarism primarily from an educational perspective rather than the punitive one.Students need to learn the importance of academic integrity and understand that it is not just a hoop to be jumped through, but is integral to intellectual and personal growth. Clearly this learning process cannot be instantaneous, and allowances should be made as students develop. However, this does not mean that severe penalties should be removed from the process entirely as there will always be students who refuse or are unable to meet appropriate standards. Factors in?uencing the incidence of plagiarism Individual, pedagogical, and institutional factors can all in? uence the incidence of plagiarism. Students themselves can be impacted by a wide range of factors including their educational teach, cultural background, motif, language skill, peer pressure, gender, issues with time management, ability, and even the subject being studied (Roig, 1997). If the tertiary experience is vastly different to students previous educational experience, the motivation for plagiarism again increases.In the UAE, it is likely, for example, that the students primary and secondary schooling was characterised by rote learning and the quest for a single correct answer, non-transparent and seriously conceived assessment practices, and vast social inequities inwardly the student base, and between students and their often socially and economically disadvantaged teachers. Norms, expectations, and demands learned in this context can be dif? cult to ostracize in subsequent institutions which place a premium on the exploration of problems and solutions, in dependent and critical thinking skills, and academic integrity.If plagiarism is not de? ned or academic processes made open, then such students will ? nd it impossible to reach the standards that are suddenly and (to them) inexplicably imposed on them. Pedagogical approaches may besides bear to the prevalence of plagiarism. Current methodologies place much more emphasis on coaction and group work, with a greater weight given to out-of-class projects and portfolios at the expense of formal exams. The result is that the line between collaboration and cheating during assessed tasks is blurred, and if this is not explicitly dealt with by assessors, it will inevitablyEBS 3,3 170 result in misunderstandings as to what is acceptable. Also, students are more likely to justify cheating if the coursework or assignments they were given were too hard, curtly scaffolded, or based on unreasonable expectations of their abilities (Naidoo, 2008), and plagiarism will be made easier if the assign ments are not constructed carefully so that stock answers cannot be copied from the internet (Wood, 2004). However, the institutional context plays perhaps the most critical role.For example, unclear and uncommunicated institutional policies with vague de?nitions of plagiarism can affect the incidence of plagiarism, as can the applications programme of those policies (McCabe et al. , 2002). Some aspects of an organization may unwittingly pass on plagiarism.For example, in contrast to schools, tertiary education institutions in the UAE do not typically award top grades to large numbers of students, and there is evidence to suggest that students justify using ghostwriters in such an environment because they believe they deserve better grades (Croucher, 2009). An often overlooked but crucial aspect of deterring and detecting plagiarism is the application of institutional policies by teachers.One position of 800 American academics at 16 institutions found that 40 percent never reporte d incidents of plagiarism season a further 54 percent did so only seldomly, even though the evidence suggested they must have received plagiarised work (McCabe, 1993 cited in Schneider, 1999). There are numerous reasons why teachers may be reluctant to report plagiarism. Teachers may feel the potential penalties for students are too high (Auer and Krupar, 2001). They may besides be wary of making false accusations which potentially undermine their own professional status.Some teachers object to taking on the role of detective or enforcer as it undermines the mentor-student relationship (Schneider, 1999 Park, 2004) magical spell others may not have the time to make an extra effort to uncover plagiarism and follow it up (Park, 2004). It may also be that some teachers, especially teachers of content subjects where the focus is less on form and more on ideas, may not have suf? ciently developed skills to detect plagiarism.Hyland (2001) found that even teachers who detect plagiarism may use indirect feedback when dealing with plagiarism (for example, comments in the margins such as Are these your own words?) which can lead to miscommunication with the student about what is acceptable.With so many factors at play, the responsibilities of teachers must be clearly codi? ed if any institutional world-class is to have any success. Plagiarism and ESOL/EFL English for speakers of other languages (ESOL) and English as a foreign language (EFL) contexts may be more prone to infringements of academic integrity because students lack the English skills to understand the coursework and so may feel that plagiarism offers the only solution (Hyland, 2001 Liu, 2005).Moreover, the cultural instruct of English as a second language (ESL) and EFL students has been cited as another contributing factor. Moder (1995 cited in Lackie and DAngelo-Long, 2004, p. 38) suggests that some societies, including those in the Middle East, value memorization and imitation as the mark of an educat ed person which may mean that plagiarism is viewed as being less signi? cant.Liu (2005, p. 239) disagrees with the notion of cultural conditioning, however, claiming that it isbased on incorrect information and is presented often via unwarranted jumps in think and con? ation of separate issues. More pertinently, perhaps, she goes on to argue that . . . even if we concede that such cultural conditioning indeed exists to some extent, we still cannot say for sure that it is the main reason that ESOL students plagiarize.There are many other factors that may motivate ESOL students from many L1 backgrounds to plagiarize, including a lack of adequate pro? ciency, lack of task speci?c writing skills, and of course, the urge to cheat (p. 239).Dealing with plagiarism ESOL students, then, whether or not cultural conditioning is accepted as an underlying factor in plagiarism, may still have greater motivation than their ? rst language counterparts to take and use the ideas and words of other s in their own assignments. Ironically, plagiarism by ESOL students is also far more likely to be detected because of more prominent differences in language level and caliber between copied and original work.Degrees of plagiarism Intuitively, plagiarism varies in its severity in a way that cheating (e. g. using crib sheets or having someone else take a test for you) does not. It can consist of small(a) lapses, for example, when original material is poorly paraphrased but the source is acknowledged, through deliberately copying parts of a text without citing the source, to submitting work from an online paper mill (Roig, 1997). Critical factors in determining the severity of the plagiarism include the intention behind the plagiarism (was it deliberate or accidental?), the amount of material that has been plagiarised, the inclusion of the source in the list of book of factss, the degree to which the plagiarised material differs from the source (an indication at an attempt to paraph rase), the time the student has spent in tertiary education, and whether it is the ? rst, second, or subsequent occurrence. Given the wide variation in the seriousness of plagiarism and the developmental process students must undergo to assimilate the norms of academic writing, it is clear that the expression of plagiarised material is not always a deliberate attempt to cheat.For example, students are often poor at paraphrasing and may not be fully aware that this could be construed as plagiarism. Roig (1999) gave English-speaking undergraduate students a two-sentence paragraph to paraphrase and found that between 41 and 68 percent of the responses contained strings of at least ? ve words or more copied from the original. These results clearly back up the claim that plagiarism may indicate a de? cit in appropriate skills and not intentional academic dishonesty.Towards an institutional response to plagiarism In many educational institutions, plagiarism is seen largely as a teacher/s tudent problem. If plagiarism is detected, then the teacher makes a decision as to whether to escalate the case for possible punitive action. The plagiarism is seen either as morally wrong or as a crime the breaking of a rule that has inevitable consequences (Blum, 2009). Unfortunately, dealing with plagiarism in this way can result in decisions which are reactive, emotive, and which are made informally on an ad hoc basis, thus inviting inequity and inconsistency.When the focus is directed towards penalization, there may be little maturation in terms of academic integrity for the student concerned, or for those who watch their classmates fate from the sidelines. Academic endeavour must take place within an institutional culture that routinely recognises and reinforces the value of academic integrity so that all stakeholders are induce to proactively follow and uphold take up practice in order to reduce the impact of the contributing factors discussed above.This requires the phy sical composition of an institutional response to plagiarism that is comprehensive, appropriate, fair, developmental, transparent, and educative. 171 EBS 3,3 Park (2004, p. 294) describes such an institutional material for dealing with plagiarism that was developed by a working party at Lancaster University in consultation with staff and with reference to experience and the literature The working party sought to move the plagiarism discourse beyond just detection and punishment and to situate and embed it in a cohesive framework that tackles the root causes as well as the symptoms of plagiarism as a family of behaviours.172 The key elements underpinning this framework were consistency and transparency. These were ensured by the explicit codi? cation of stakeholder responsibilities, procedures, and penalties. In order for such a framework to be implemented effectively, Park (2004, p. 296) noted that all stakeholders within the institution must understand and appreciate why the frame work is necessary and how it protects their own interests. A case study Park (2004, pp. 295-9) nominated a number of central pillars that lend validity and effectuality to any such institutional framework.These included transparency, ownership by stakeholders, student engagement, academic integrity, framing the initiative to ensure compatibility with the culture of the institution, focus on prevention and deterrence, and the supportive and developmental nature of the framework. These pillars provide tenuous reference points for the approach taken in one department in a college in the UAE and allow us to examine the viability and ef? cacy of such a framework for the local context.The Education section at Abu Dhabi Womens College (ADWC) has addressed its concerns with academic honesty in a concerted, collaborative, and multi-faceted fashion. As teacher educators, the faculty in this department are intent on producing future academics. Much like politicians, words, information, and the generation of ideas are the very largecosm of our professional lives, so we regard it as essential that the rules of using these appropriately are disseminated, understood, and followed at all times by all of our students.To this end, we have established and adhere to a set of policies and practices at all levels that support and facilitate academic honesty. Institutional/departmental level The HCT, of which ADWC is only one of 16, institutionally mandates the prevention and sanctioning of plagiarism and related offences.Consequences of infringements of these rules are outlined in of?cial policies, Student Handbooks (see for example, HCT, 2008), contracts signed by students at the commencement of their studies, and reinforced by administrative staff and faculty at some(prenominal) student confluence and examination session held throughout the students academic career at HCT.From these guidelines, the Education component part throughout the colleges has documented standards and procedures that address academic honesty in its assessment handbooks one that is distributed to all education students and the other, more comprehensive and speci?c, that is used by all education faculty.This shared written documentation enables best practice in assessment to be disseminated and followed, provides the underlying philosophy and approach for the division as a whole, and addresses academic honesty both directly and indirectly to better support student writing and make plagiarism a less viable or attractive option. The assessment handbooks re? ect the developmental curricular approach of the division as a whole, and so specify the type, nature, andexpectations for assessments at each level to scaffold the students ability to produce increasingly sophisticated and original work. Ensuring that requirements are reasonable and documented minimises the students need to seek help through illegitimate means.These handbooks are the basis of communication within the ADWC Ed ucation Department on all matters regarding assessment and have served to ensure a common approach and understanding. Insights gained by instructors in their daily interactions with students and their submissions inevitably reveal general dif?culties facing students, which are then examined in regular formal and informal meetings to brainstorm and implement further strategies that may be useful.The ongoing concern at faculty level with issues of academic honesty is mirrored in the systematic recycling of warnings, information, and explicit instructions to students. As a department, the theft or misappropriation of ideas and words has been, and continues to be, addressed as professionally offensive and inappropriate.Initiatives suggested by Education Department faculty as well as colleagues in other departments and colleges are pursue vigorously. One recent example has been the provision of workshops by library staff on research skills and academic procedures. The plagiarism detecti on software, Turnitin, was originally adopted by the department as both a defence mechanism against plagiarism and a tool to help students protect themselves against accidental plagiarism. This proved to be very effective, but unfortunately access to this subsequently became unavailable.Now, suspicious text samples are input into search engines and all assignments are run through SafeAssign, a plagiarism checker in Blackboard (the online course management system). These have proved to be acceptable alternatives. As Braumoeller and Gaines (2001) found in their study, the deterrent effects of actually checking for plagiarism are quite impressive (p. 836). The departmental approach has included a series of mandatory workshops and masterclasses on academic writing and plagiarism for all students in slightly altered learning contexts designed to motivate, encourage participation, and focus attention.It should be noted that the relatively small size of the department (one chair, six fac ulty, and fewer than 80 students) makes shared understandings, uniform dissemination of information, and infraction detection much easier and more likely than in a bigger department where students are not familiar to every teacher. Course level Academic writing skills are an important component of all education courses. Referencing skills are taught explicitly in a speci? c course during the students ? rst semester, and then constantly reinforced and recycled throughout the programme. The education programmes at the HCT are based on re?ective practice.This means that assignments are contextualised and require the application rather than the regurgitation of theory, so copying from previously submitted work or in any way buying or commissioning a paper cannot be so easily accomplished as theory has to ? t the students individual circumstances. In addition, the students right to submit and receive feedback on a ? rst draft of every paper (Assessment Handbook, 2009, p. 7) allows plagi arism, deliberate, or accidental to be detected and remediated at an earlier stage before punishment becomes the only option.The feedback and scaffolding policy (pp.53-5), which outlines the form and scope of feedback to be given, draws instructor attention to both macro and micro features of the submission, so any attempt to use words or ideas from an external source should be revealed at least a week before ? nal submission. Dealing with plagiarism 173 EBS 3,3 All students submitting assignments in the Education Division are required to sign a declaration on their cover page that the work is entirely their own and all sources have been acknowledged (Assessment Handbook, 2009, p. 47). This provides a ? nal reminder that academic honesty is expected and will be remindered.Faculty responsibilities and input All faculty in the Education Department, disregardless of their course allocation, consider themselves teachers of English. This is not only because we each have ESL teaching qu ali? cations and experience (obviously an advantage), but also because we recognise the importance of language as the vehicle for idea generation and transmission. Language is inseparable from the content area in which those ideas are conceived and manipulated. This can be a very different orientation to that of colleagues in other departments whose subject area specialisation takes precedence.Our more holistic approach means that we explicitly teach both content and the language elements with which to express that content to students who may be struggling with the unfamiliarity of both. It also means that we take our role as defenders of academic integrity very seriously and vigilantly monitor and check student output. As professional ESL teacher educators, we strive to be models of effective language use as well as successful proponents of academic scholarship, so ongoing instruction in both is a routine aspect of teaching and learning in the department.This increased student awar eness of appropriate academic writing processes reduces their motivation to misappropriate text written by others. The cultural and social aspects of plagiarism are also given attention by faculty. In a society that places less value on individuality than it does on cooperation and social cohesion, it is important for students to understand that they have not only the right, but the responsibility, to turn down requests for assistance from peers. Faculty not only explain this, but also explain to students how to respond assertively with friends or relatives asking for inappropriate help.Without this, no amount of education or punishment can ever be successful. Student involvement Education students are required to be active participants in their own learning. Because all assessment processes are documented and transparent, they have the ability to question and ask for clari? cation on any aspect that they do not understand. All expectations or consequences are addressed in multiple ways, so ignorance is no defence for malpractice. Submissions of ? rst drafts are perhaps the most critical aspect for students.Although these are universally permitted and scheduled, they are never awarded a mark and are not always actually demanded, so it is up to the student to take advantage of their right to pre-submission feedback. An appropriate framework? The Education Department at ADWC values academic honesty very highly and has organized its procedures and practices accordingly. The very infrequent occurrence of plagiarism is testimony to the effectiveness of . proactive strategizing . clear documentation . reasonable and appropriate expectations174 . . . . . awareness raising keep up faculty vigilance and involvement support for the development of student skills and cognitive growth decreased student opportunity and motivation to cheat and the pervasive sense of professional identity and responsibility that characterise departmental efforts on this issue at all levels. Dealing with plagiarism 175 The work done in this department is thus an arguably successful attempt to devise a student plagiarism framework that best suits our own culture and circumstances.

English Literature Essays Orient Opium Drug

English Literature Essays target Opium medicineOrient Opium DrugWhy do you think any two or more of De Quincey, Coleridge and Doyle were so interested in the Orient in their drug writing?Throughout the nineteenth century, persisting through with(predicate) much of the 20th and even so far as today, the use of intoxicating substances, namely opium, is inextricably linked with visions of the Orient. Although there has been no significant proof of a universal chemical change in its users, opium undeniably evokes an obsession with the other. If one can non assign this to biological factors, then it is crucial to ascertain the historical, cultural or psychological implications that relate to its conception. ofttimes of the association amidst opium and the Orient in nineteenth-century Britain was a consequence of British imperialism and the resolution of the einsteinium. In expanding the Empire, Britain dominated the easternern world, coming with the promise of providing a bene volent civilisation. Instead, they exploited states for many of their near valuable commodities, including opium, and destroyed an already established pride of individuality and national-identity whilst asserting their have got sense of a hegemonic British nationality upon inhabitants.The whole works of Samuel Taylor Coleridge make a substantial contribution in our understanding of the relationship between opium use and easternism. Coleridge followed the German Higher Criticism that viewed the Bible as an extension of oriental person mythology, supplying what he believed as evidence of single God in the Eastern world. Coleridges writing at the tip over of the nineteenth-century encapsulates not only the anxieties of eastern differentiation, but more poignantly, the conspicuous differences from its impressions on the English opium user.His literary works aside, Coleridge presented perhaps his most vehement condemnation of British involvement in the Orient during a state-suppor ted lecture in 1795. He contrived that such mercantile intercourse was resulting in the death of millions of East Indians, saddling Britain with an inevitable sense of overwhelming guilt. Furthermore, he details the potentially catastrophic long term make on Britons, that being, a dilution of national identity through the pollution of imports from the Eastern world.Through his damning of British colonisation, Coleridge provides a macrocosm of himself his own opium intake was destabilising not only to his own torso, but the world nigh him. He believed the mind state brought about through the ingestion of opium masked many of the distinctions to be do between not only English and Oriental, but between male and pistillate, and even self and other. Much of the singularity of Coleridges work, in particular the visionary Kubla caravan inn, emanates from his ability to encompass polar glacial sensations towards opium in a single moment, often oscillating between both attraction and repulsion, or fun and pain.The phantasmagoric quality of Kubla Khan was composed out of what Coleridge attributed to a sleep of the eternal senses. When describing his opium reveries, Coleridge explainedLaudanum gave me repose, not sleep but you, I believe, know how divine that repose is what a spot of inchantment, a parking area spot of fountains, and flowers and trees, in the very heart of a waste sands.It comes as no confusion then that Coleridge had the potential to produce such a work as Kubla Khan whilst submerged in the alternative realm of reason that opium gave him.In the opening stanza of the poem there radiates an awe of union indoors paradise. The Oriental landscape, with caverns measureless to man and forests ancient as the hills, suggest an unworldly, ineffable quality. Although the components of Xanadu may potentially wait threatening, they are harboured within the confines of walls and towers girdled round. Thus, Xanadu is rendered passive and benevolent, un der the control of the poet.Throughout the next stanza, the Oriental landscape of Xanadu is feminised, with particular reference made to the deep romantic chasm which slanted / Down a jet plane hill athwart a cedarn cover, a subtle indication of the presence of female genitalia. The ensuing description is one that is far removed from the serenity of an English landscape, detailing A brutish place a waning moon was haunted / By womanhood wailing for her demon-lover. The wailing woman suggests a deep pain, perhaps even insanity. This ascends into a threatening, knowledgeablely explicit orgasmic crescendoFrom this chasm As if the body politic in fast thick pants were breathing, / A mighty fountain momently was forced / Amid whose swift, half-intermitted better / Huge fragments beneath the threshers flail.The swift, half-intermitted burst mentioned evokes notions of seminal emission. The nature of this portrayal belies the expected romanticistic interpretations of lakes and seas which poets leisurely sip from for inspiration, instead presenting a mighty fountain, potentially a phallic symbol, which threatens to sop up all.The overriding image is one of the Oriental landscape breaking through the boundaries attempting to suppress it occurring metaphorically through the phallic fountain, the fluids from the chasm, and the entrance into the caverns. However, what may initially seem as a jubilant liberation of sexual energy from the constraints of rigid gender roles eventually conspires to be anything but, paving musical mode for a state of or so Armageddon proportions And sank in tumult to a lifeless ocean Ancestral voices prophesying war Thus, provided is an ironic sense of admonition against those who dare try and tame these powerful forces. The overall effect is that where the danger of the second stanza undercuts the perceived harmony of the first, suggesting an ambiguity within Xanadu indicating perhaps the presence of a dark side to the heavenly para dise foretold. ane of Coleridges primary concerns with regards to Orientalism lay in its power to usurp the authors authority of and consciousness of writing, a threat to his own artistic control. When referring back to Coleridges own comments on British commercial intercourse in the East, a definite causal link can be inferred between the Orient infiltrating Britain, by means of opium intake, and introducing a conscious-usurping Orient into the British body and mind to convert them from British to Oriental.Despite this, through the ingestion of opium, he actively seeks the empowerment this other provides him. Analysis of the conclusion of Kubla Khan perhaps gives some indication of a shift towards a positive scene on the stir of the Orient hoping that through the milk of Paradise the speaker may be able to transcend to a state in which he may build that dome in the air. However, his ascension to God-like status, he believes, may make others treat him as un saintly, perhaps with h oly dreadAnd all should cry, heed Beware / His flashbulb eyes, his floating hair / Weave a circle round him thrice, / And close your eyes with holy dread.The use of the oxymoronic phrase holy dread reiterates Coleridges own pleasure against pain contradiction with opium ingestion and Orientalism. Furthermore, it perhaps subtly indicates the approach he believes the imperialistic order of Britain should adopt when attempting to contain those with flashing eyes.The plot that unravels throughout Kubla Khan is one where a powerful Eastern, feminine force penetrates and destroys the little(a) Western, male barriers that enclose it. The implication presented by Coleridge is that these same forces can not only impose themselves on a nation, but on an individual. D. A. Miller identifies the male terror at the prospect of being occupy by the female, arguing that it resembles and inverts a classic rape scenario.Thus, it strikes a common chord in Coleridges own Oriental possession, which is often feminised, invading his body but exerting its own control over it, by nature evoking paradoxical destruction and pleasure within him. Moreover, this inverted rape scenario is itself a partial thong of what Coleridge deemed Britains exploitation of the East, and an ironic act of retribution.It was Coleridges foremost concern that this invasion and alteration accomplish went some way into eroding sense of national identity and British floriculture, a dish up that he deduced would ultimately blur any distinctions to be made between Britain and the Eastern world, until they eventually merged into one.doubting Thomas De Quinceys analyses of the relationship between opium and Orientalism yield conflicting opinions to those formulated by Coleridge. It was De Quinceys underlying speculation that opium acted as a means of excavating the Orient within the British self. He concludes, contrary to Coleridge, that divisions between the East and West never actually existed the Orient al other never facilitated a hostile invasion of body and nation, but was present at conception, and is indeed the origin of all things British.In a comparable vein to Coleridge, De Quincey condemns the exposure of the other within the self, but still paradoxically seeks it by means of opium intake. toilette Barrell comments that De Quincey identifies the internal manifestation of the Orient within as an infection, and adopts measures to protect him against this. One such method follows the process of inoculation, whereby in taking a piece of the Orient into himself, namely opium, De Quincey hopes to dismiss that which he does not attribute to himself, conceptualising an internal West against East division in terms of what is familiar and what is alien. However, as Barrell suggests, this measure is bound for failure because the subject reinforces the infection by the same means he hope will coerce it.Integral to De Quinceys musings on Orientalism is the visit of the Malay in Con fessions of an English Opium-Eater. The Malay is depicted in a demonic fashion, with fiery eyes that took hold of my fancy and my eye in a way that none of the statuesque attitudes exhibited in the ballets at the Opera House. The otherness of the Malay is overtly referred to in its comparison to the domesticity of the newborn servant mention is made of an impassable gulf that exists between their methods of communication. In addition, the purpose with a turban and loose trowsers of dingy white is harshly juxtaposed with the native spirit of gage intrepidity displayed by the young servantAnd a more striking picture there could not be imagined, than the beautiful English face of the girl, and its exquisite fairness contrasted with the sallow and bilious skin of the Malay, enamelled or veneered with mahogany his small, fierce, restless eyes, thin lips, slavish gestures and adorations.The impression given is one of a man, or, as his statute title may imply, a collective, who are deh umanised, depicted in terms of a polished piece of piece of furniture his only relief is that his trowsers of dingy white are excused by the dark panelling of the kitchen. Furthermore, De Quincey emulates Coleridges sense of holy dread within Kubla Khan in the manner in which he expresses the young servants reaction to the appearance of the Malayhe had fit(p) himself nearer to the girl than she seemed to scag though her native spirit of mountain intrepidity contended with the feeling of simple awe which her countenance express as she gazed upon the tiger-cat before her.Provided here is not only a comment on the approach taken by the familiar West to the alien East, one that, although threatening, still proves intriguing, but perhaps further indicates De Quinceys own personal struggle with his opium intake. Moreover, significance lies in De Quinceys attempts to converse with the Malay in unmixed Greek, in that it exemplifies Edward Saids concept of Orientalism De Quinceys const ruction of a material conjoined East, in which differences between India and China, for instance, are ignored is why he believes speaking to the Malay in any Oriental tongue will suffice.De Quinceys oriental dreams in the later stages of Confessions provide a supplementary outlook on the Orientalism construct. He reveals that the causes of my horror lie deep, continuingAs the cradle of the human race, it would altogether have a dim and reverential feeling connected with it The mere antiquity of Asiatic things, of their institutions, histories, modes of faith, c. is so impressive, that to me the vast age of the race and name overpowers the sense of youth in the individual. A young Chinese seems to me an antediluvian man renewed.De Quincey is of the opinion that the sheer age and permanence of the Orient implies that it provides the origin for everything attributed to British culture and identity. This notion is enhanced by his further consolation that the barrier of utter abhorrence , and want of sympathy placed between us by feelings deeper than I can analyse De Quincey ironically accepts that there is in fact, no barrier at all, and that what may indeed lie on the other side manifests itself within him during his opium reveries.Thus, De Quincey inverts his own previously conjured distinctions between West and East, self and other, through his opium ingestion. Paradoxically, that which reveals itself as most other to him is still ironically the origin of his own self. De Quinceys conceptualised Orient is thus rendered useless as he accepts that the West of all time was the East to begin with, and that any argument to the contrary is a futile one.BibliographyAllen, N. B., A Note on Coleridges Kubla Khan. Modern Language Notes, 57, 1942, pp. 108-113Berridge, V., Opium and the People Opiate Use and Drug Control Policy in Nineteenth and Early Twentieth-Century England, 2nd edition (London Free Association, 1999).Cooke, M. G., De Quincey, Coleridge, and the Formal Uses of Intoxication. Yale French Studies, 50, 1974, pp. 26-40Hayter, A., Opium and the Romantic Imagination (London Faber, 1968).Jay, M., Emperors of Dreams Drugs in the Nineteenth Century (Sawtry Dedalus, 2000).Leask, N., British Romantic Writers and the East Anxieties of Empire (Cambridge University Press, 1992)Said, E. W., Orientalism (London Penguin, 2003)Schneider, E., The Dream of Kubla Khan. PMLA, 60, 1945, pp. 784-801

Supporting Child Learning and Development

Supporting Child Learning and DevelopmentSupporting childrens leading and festeringChildrens meditateing and exploitation plays a very important role in their lives. This is the foundation of their lives. It is important to pick up the child and promote his / her development. Development and education consists positive relationships and enabling environment.Childrens learning is divided into two parts. The number 1 one is the visor learning beas, while the second is the item learning beas. The prime area consists of triad areas of the branch. This is intercourse and langu come along development, physical development and personal, social and emotional development. Good. Well, there are four specific areas. This is literature, mathematics, understanding the world and expressive art and design . I would like to confabulation more well-nigh all the areas. Lets start slightly prime areas. The prime areas is a work unneurotic in supporting the development and movement of former(a) areas. The prime areas are divided into common chord groups and the groups are divided further into several aspects. Communication and language development is divided into three aspects. Its listening and attention, understanding and articulateing. The second area of physical development is divided into two aspects. It is a movement and handling. The terzetto prime area of personal, social and emotional development is divided into three aspects, which is making relationships, self-awareness and self-confidence and managing feelings and behaviour. Good. We puke non likewise forget specific areas, which are also divided into aspects. Literature is divided into two aspects. This is a reading and writing. Mathematics is divided into three aspects which are numbers, space, shape and measures. Understanding the word is divided into three aspects, too. Its the people and the communities, the world, technology. Well, and the fourth specific area is expressive art and design. It is divided into two aspects, which are exploring and victimization media and materials and second one is organism imaginative.A clear outline of the prime and specific areas of learning, well done.Children learn quickly, so practicioner needs to help create the conditions for children to comport the best possible start in life. Children are born ready to learn. However, this is not an automatic process. It depends on separately child, because they are unmatched. It is also influenced by the fortune to interact in positive relationships and interactions. Planning can be divided into the psyche childs needs promotion. How? outset of all you need to know what constitutes learning and development. These are three very important parts. This is a unique child, positive relationship and friendly environment. Every child is unique and he / she can continually learn and be flexible, capable, confident and independent. So, a practicioner must understand and monitor each childs devel opment and learning, assess go along and course of study the next steps. Good point. This person also has to support infants and children to create their own positive identity element and a sense of culture. Also, practicians must identify any additional support needs, create and assess the refuge of children, and respect all children and families equal. Children learn to be strong and independent within positive relationships. These relationships are exposit generally. It is a warm and loving relationship that promote a sense of belonging, but also cranky and responsive to childrens needs, feelings and interests. Positive relationships support childrens own efforts and independence, consistently defines clear boundaries, promotes and is built on relationships among a key person in early years setting. Children are developing well and learn in enabling environment, which purpose is to respond to their individual needs and to relieve oneself a strong partnership between staff and parents. Enabling environment, it is an environment where are valued all people, learning, promote resources, appropriate for all childrens cultures and communities, has a rich learning opportunities in games and elvish learning and supports children to take risks and explore. Children learn and develop in dissimilar ways. The system includes the education and care of all children, including children with special educational needs and disabilities. Practitioners teach children to command complex, playful and key opportunities in specific areas of learning and development. They promote effective early learning and playing characteristics of the nurture of active learning and critical thought and creating. When planning to achieve their developmental needs a practitioner must be aware of what is specific to each age group. Age groups are divided from turn out to eleven months old, from eight to twenty months, from sixteen to twenty-six months, from twenty-two to thirty-six months, from thirty to fifty months and from xl to sixty months or more. Practitioners need to evaluate and see what skills and knowledge a child shows and then plan according it. This will ensure that the individual childs needs are particular important and pursued. on that point are many ways to determine the childs developmental needs. This may be finding out information about the childs interests and opinion. This shows, the assessment of the childs opinion and interests and also shows respect for his contribution and evaluation. Information is easily accessible and it is found in communication with parents, creating a challenging activities. It involves children into interesting activities and can express themselves and feel important.Practitioner supports childs learning and development. I will discuss how to retain learning in each of learning areas. So, we should keep in school principal that not less important is the age groups which i mentioned earlier. The early is t he prime areas of learning, which is divided into three parts. The scratch aspect of communication to the development of language is divided into three aspects. The first aspect is listening and attention. queasy add descriptions of the chosen one group of age. Lets start from the first age group, which includes children from birth to eleven months. There is an ongoing observe what the child learns. This child in this group of age turns to a familiar sound, hear, releases and responds to voices and intonations. He / she also responds to others by smile, look, motion, care experty looks for the speaking person, hears familiar sounds, words or combinations of fingers, etc. So an prominent may be close, make an eye contact, communicate by touch or voice, encourage playfulness, tattle songs or say poems, use the sounds and repeat it so the baby starts to recognize it. An adult can supply an enabling environment for telling stories, sharing songs from all cultures, showing pictures . The next prime area of the first aspect is understanding. From eight to twenty-month-old baby develops your ability to follow the others body language, in response to a transmutation of things, understands the individual words. So made an eye contact by saying him / her the name, speaking what is happening and what is being done is a great way to create positive relationships. The third key aspect of communication and language is speaking. From sixteen to twenty-six months of age child copies expessions, begins to use two related words, for example, want ball, and starts to solicit dim-witted questions. So, we can allow the child to make his / her own choice, accept and praise for the phrases, encourage parents to speak their native language at home, telling stories with recurring phrases, read loud. The second prime area is a physical development, which is divided into two aspects. The first is the movement and handling. From twenty-two to thirty-six months old groups of child ren run with the full foot safely, can kick a big ball, turn over pages of a book, control the items keeping, imitates simple shapes. It should be noted that the child may be very active and require a ill-considered period of rest. So, it should be haltn the opportunity to move freely, both indoors and outdoors, to help explore new-fashioned movements, promote activities to win safe spaces and the real and role-playing opportunities. The second aspect of physical development is health and self-care. thirty fifty months old children can tell when they feel hungry or tired, understand how to use items safely, can wash and dry hands, dress up with a little help. Practicioner can plan their active work, talk about the importance of hand washing, promote to monitore changes in their body and promote actively organize perky games. This is because physical activity is important to maintain a good health and it protects against obesity in the future. The third prime area of personnel, social and emotional development is divided into three aspects, one of which is making relationships. gathering of children from forty to sixty months old and more initiate conversations, and take care of what others say, explain their knowledge and understanding, bind the steps to resolve conflicts. At this age children need to ensure that between them and adults is the opportunity to listen to each other and explain their actions. The practitioner must be sensitive and considerate, pay attention to the specific needs, ensure that they get hold of the ability to communicate between their age group childrens. The second aspect is the self-awareness and self-confidence. Children from the same age group speak confidently, can expess their needs, interests and opinions. They also able describe themselves positively and talk about the possibilities. It is because necessary to encourage children to explore and hang on what they learn in terms of their ideas and ways of doing things. Children have a sense of recognition. So as a practitioner you need to enjoy success with them and give time to pursue and complete the activities. The practitioner should give children the opportunity to reflect on the success and talents and provide regular opportunities for children. A good idea is to involve children in the drawing and pursue them to describe their individual preferences and opinions. And third aspect is managing feelings and behaviour. Children from these age of group understand that their actions can affect other people, feel foil and trying to comfort them, sets the expectations of the environment, can negotiate problems solving without aggression. Practitioner should discuss honest and dishonest situations, childrens feelings, justice, be vigilant, allow children to decide and resolve situations. We also encourage children to think about the other approach, ensure that children have the ability to set limits, listen to children and respectfully and kindly explain to anyone why this is important to them and to organize activities where children have to share.Last issue is about how the effective characteristics can promote childs learning and development. It is easy to observe by determining needs of the unique child in theirs groups of age. This is discussed a bit earlier. So what is the effective development? Learning is a building activity, behavior with others,learner promotion. Effective learning is the best result from all of that and monitoring and surveillance to ensure are the methods or strategiesare effective for a specific purpose and context. In other words, the ways in which children become interested. Therefore, effective learning components is a game and exploration, active learning and germinal and critical thinking. Playing and exploring is the engagement. Children find and explore playing with what they know and are ready to go . officious learning is the motivation. Child got concentrated and participated, not st op trying, enjoy in oder to perform what they were planned. And the development of creating and thinking critically. Child takes his / her ideas and makes links, choose the ways to perform things. As an example is art, music, dance. This is an opportunity to explore and share ideas, feelings, and thoughts. creativity is a risk and union and it is strongly associated with the game. Creativity occurs when children goes futher into action and explore ideas, express them through movement, make transformation and aspiration through the media and materials, such as paints, scissors, crayons, words, sounds. Creativity involves children initiate their learning and their choices and decisions.Playing and exploring, learning actively children are engaged with other people and their environment and this supports the learning and development of all areas. And it also supports the child staying efficient and motivated.

The Importance Of Environmental Scanning Marketing Essay

The Importance Of environsal S gitning Marketing EssayMarketing oriented ho examples mostly focussing on securities industrying planning method accurate which a complete(a) summary of securities industry environs is carried out to s eject opportunities in spite of appearance mart store environments, audit the skills and re ascendants of the firm needed to maximise these opportunities, variateulating grocerying objectives and designing how firm religious erectings in all toldow for be positi aced among consumer segments when targeting them, and subsequently developing plans to implement and control them to beat belligerent avail ( Dibb and Simkin, 2008).history of serious Us Cafes nonwith place uprighting Us Cafes a c dischargeee Roasters Cooperative was co-founded by Debbie and Jeff Moore in the year 1995 ( expert Us, 2012). The caf whose headquarter is located in noble-minded Pre, Nova Scotia, Canada was incorporated nether the Cooperative connection Act as the first comp both (see Appendix 1) with a intermediate portion out coffee roaster in Canada in 1996 ( middling Us, 2012).The vision of on the nose Us Cafes is to be a market leader in somewhat heap pipeline that stands for whole step, uprightness, professionalism and innovation while the mission of just Us Cafes is grow in authenticity, cooperation, community, and justice ( on the nose Us, 2012). serious us Cafes spins products intromit Coffee, tea, Chocolate, Sugar, and pastries. vindicatory Us has 4 Cafes in Nova Scotia, Canada located in alarming Pre, Wolfville, Halifax and Barrington roadway ( only Us,2012). just now Us has certain many awards much(prenominal)(prenominal) as EK chamber of commerce laurels as a cave in Large firm in Kings County (2000), Ethics Award (2005), Acadia University President Award for Entrepreneur (2005) etc ( secure Us, 2012).1.0 Critical Evaluation of the Importance of environmental Scanning. environmental see is simply the method finished which marketing environment of an nerve is been closely monitored and c atomic number 18fully analysed (Jobber, 2007). The importance of environmental scan atomic number 18Provides an reason ableness of Consumers Choice CriteriaBody shop (a cosmetic industry) in its environmental scanning finished market research in Canada, identified that 34% of consumers handling ethical behaviour of companies (in addition to persona of product) as their choice measure upon which their purchase decision is based (Strandberg consulting, 2009). In addition, the impact of firms activities on the bionomical habitat of consumers has been an separate criterion employed by consumers in their buying decision as consumers in Canada tend to embrace moves that decrease carbon dioxide footprint in their environment (Bonini and Oppenheim, 2012). Environmental scanning reveals a picture shift in consumers value, location and beliefs about products as ethical issues adopt perish a y ardstick in their buying decision. The need to be high schoolly sensitive to rapidly changing specific and general personal line of credit environmental factors is a pre-requisite to the survival of an organisation where a quick alternate in product/ emolument line must be matched with changing consumer requirements (Goyal, 2007 Albright,2007 Jobber2007).Helps in Identifying Business Trends and OpportunitiesIn 2008 alone, products (such as Flowers, Cocoa, Coffee, Rice, Shea butter) that were freshly wilinessd was express to be imported from 59 countries (Eric, 2012). It takes a thorough environmental scanning of Canadian market to obtain this useful information about the unwavering growing beautiful backing commerce in both the sustenance and non nutriment segment (for example, fashion industry). With environmental scanning, that us Cafes and its competitors (Kicking horse, kraft foods, StarBucks etc) were able to capitalize on the pleasure ground- handicraft opport unities and thus get sensitized on the drastic changing needs and expectations of their consumers. Environmental scanning offered these market players soft and quantitative information about the needs of their consumers, enabling them to strategise on how these needs could be met and as a result the image of these organisations were improved through with(predicate) a clear definition of what they stood for in Canadian plumb contend in wholesale and sell market (Costa, 1995). This is an evidence that environmental scanning is linked to improvement in organisational performance (Slaughter, 1999).Provides Basis for Segmenting Consumer MarketsPart of the acquirements of Cafes in Canadian markets attributed to environmental scanning is baron of these brands to segment their products and services effectively and expeditiously well. For example, every wear(predicate) brands of Cafes in Canada (Kraft foods, scantily Us, Kicking horse, StarBucks etc) brace been able to adopt a behavioural segmentation in the consumer markets where passably flip-flop is apply in one way or the other(a) to get through market share as consumers beliefs, values and perception are rooted in sane look at. Psychographic segmentation that entails the dodge by which consumers are grouped base on modus vivendi and personality characteristics (Jobber,2007) has been exploited by brands where tho us Cafes had been targeting young, well educated consumers that are provideinging to offer insurance premium price for unclouded tack products (Ethical Consumer, 2011) while Kraft Foodservice are caught romancing college students (perceived to be part of socially and environmentally conscious customers) with its All Life ampere-second% Colombian coffee brand (Rain Forest Alliance, 2004). Brands utilise Profile class where geographic variables the likes of areas directical anesthetic names and socialization (Jobber, 2007) are been utilise to differentiate their coffee from competitors and thus adapting their services and products to customers taste and culture, and locating their outlets in close proximity to their target consumers.Helps an organisation to identify it shortcomings and hide themthrough and through environmental scanning, plainly Us Cafes has been able to identify rising issues and conditions ahead(p) the company to a dead end. This led management of good Us to develop an organisational structure where roles are allocated to employees based on their competencies and skills (e.g. the need for Juliet to plow the marketing functions of upright us Cafes) to be able to deal with emerging issues confronting Just Us Cafes.Limitation of Environmental Scanning.However, environmental scanning does not totally lead to an accurate prediction of business future and it does not guarantee effectiveness as witnessed in website where many competitors of Just us Cafes located in the heart of Nova Scotia had to close down their businesses when th ey couldnt put out in the midst of heated competitions. But businesses should ensure frequent environment scanning so as to increase their sensitivity to environmental signals kind of than relying on analysis of historical entropy or predicting how such data will variegate (Johnson et al. 2008).1.2. home(a) and External Challenges Confronting Just Us Cafes.Internal challenges are issues that focus on resources and competence (capabilities) of a company, revealing the strengths and wispynesses of such company while external challenges are concerned with the external environment in which the company operates, predisposing its activities to nemesis or presenting it with opportunities ( Hill and Joney, 2008).SWOT analysis of Just Us CafesStrengthsJust Us Cafes brand over the long time has successfully won strong customer loyalty with strong gustatory modality for its products, services, and what the business stands for in Nova Scotia ( lividness, justice and quality).The founder s of Just Us Cafes (Jeff and Debbie Moore) soak up a sound background experience in social and community growing well aligned with their charitableitarian philosophy (people before profit) enough to gibe them in fulfilling their business mission (quality, fairness, and justice).The products and services (that are fairly traded and F.L.O certified) which Just us Cafes offer her customers are immensely distinguish from competitors and thus strive Just Us Cafes a crystal clear market advantage over all her competitors.Just Us Cafes management has a rich understanding of it distribution channel and an intimate relationship with wholesale and retail stores (Atlantic Superstore and Sobeys).Just Us Cafes is equipped with employees that are committed to delivering products and services in a port that meets and surpasses consumers expectation.Just Us Cafes operates in favourable locations that are in close proximity with her consumers such as Grand Pre, Halifax, Wolfville and Barringt on Street as well as a very strong presence in 3 key universities of Canada in Nova Scotia.WeaknessesInability or want of capability of Just Us Cafes to expand it business to new markets within Canada.Just Us Cafes doesnt have enough financial resources and competence as compared to some of its competitors tapping into the fair trade market.Just Us Cafes have 4 Cafes (Wolfville, Halifax, Grand-pre and Barrington Street) just in Nova Scotia responsibility. This is limiting its ability to reach enough consumers with its fair trade products as compared to Tim Hortons and Second cup who have 170 and 360 stores respectively.In the area of advertisement, Just Us lacks experience and expertise. The reduction of revenue and the unfitness to defend and extend their core business shows lack of a unspoiled business strategy.Just Us is too dependent on stores like Loblaws ( as well as Just Us competitor) and Sobeys as its distribution channel in the retail market.ThreatsJust Us could face s carcity of fair trade products as a result of wide swing in good market.Transporting fair trade products from developing country to Canada may be stopped over collectable to the need to lessen carbon emission to the environment. If importation of fair trade raw materials are stopped, the fair trade mission and strategy of Just Us will be in jeopardy.The fair trade and extreme business of Just us Cafes have become fiercely competitive as competitors struggle intensely to make and retain consumers in inn to benefit from the attractive fair trade market.Fair trade testimony is not recognised by the politics of Canada and as such, no government policy has being designed for it and thus resulting in unfair practices among Just Us competitors who portray their products as fair trade when they are not in the real sense.Consumers preferences for Just Us products is changing rapidly resulting in fast decline in new product life cycle.Opportunities majority of consumers in Canadian mark et are interested in fair trade products, presenting huge opportunities for Just Us to increase their revenue through fair trade.Consumers are willing to offer premium price for fair trade products of Just Us if they better in organise.There is an increasing front in the number of fair trade farmers from developing countries and thus leads to availableness of fair trade products.There are still wide gaps or opportunities to explore by Just Us in the fair trade market if a right strategy is put in place.PESTEL of Just UsPESTEL Framework (Political, Environmental, Socio-cultural, Technological, Environmental (green) and Legal) are external factors/challenges that is common to all businesses.PoliticalIn Canada, though government policies contain rules and regulations for activities concerning florid lifestyle of citizen as well as environmental security measures, policy for fair trade market has not been developed by Canadian government. For example, CISO (2012) stated that Canadian Federal and Provincial Agencies (CFPA) are guided by respective buying departments in their purchasing decisions. At Federal level, Public Works and presidential term Service Canada (PWGSC)-who have standing offers (open contract) for many goods and purchase them on behalf of other Department-, make green purchasing or recommendations to the department through their portion of unripeneding government operations but their recommendations do not take on fair trade products Evidence of lack of attention given to fair trade in Canada is shown in the table 1.1 below.This made it easier for Just Us competitors who are not dedicated to fair trade (maybe ascribable to appeal associated with it) to portray their offerings to the market as fairly traded.CountryPolicy or GuidelineSpecifies CertifiedFair TradeCanadaFederal Policy on Green Procurement (as of April 1, 2006 for all federal departments) sustainable learning Strategies (prepared by all federal departments every 3 years) and Departments Environmental policies and Departmental procedure Reports Environmental Petitions by Canadian Residents Department of Foreign Affairs Green Procurement checklist Department of Foreign Affairs Kit for Ensuring Green Conferences Environment Canada principles or practice on green purchasing, as well as a standard clause for product tenders and service contracts Provincial The Sustainable Development Act (Manitoba and Quebec) and related Sustainable Development Procurement Policies topical anesthetic Ethical Purchasing Policies (Vancouver, Toronto, Black Diamond) No No (for ForeignAffairs, othersunknown) No No No No No Yes (no for Toronto)Table 1 Examples of pertinent Guidelines and Policies that Encourage Social and Environmental Purchasing in Canadian regimen Agencies (CISO,2012).EconomyBetween 2010-2011, Canadas gross domestic product was said to have grown by 2.8% a year (which was more than economies of other rich country, most especially U.S). However, in 2012, Cana das economy has been discovered to have a slow GDP growth of 1.9% as a result of lower prices for Canadas resource exports, weak demand of its goods from Europe and its strong currency (The Economist, 2012). This has led to recession directly in Canada, preventing Just Us Cafes from implementing her expansion strategy.Also, Recession in Canada due to decline in GDP could result in budget constrict and driping cuts leaving consumer with little or no disposable income to spend on premium fair trade products that Just Us offers, since handiness of consumers purchasing power absolutely relies on income, prices, debt and savings (Kotler and Keller, 2012).Social-CulturalOver the last 3 decades, the main driver of fair trade is expressed to be the highly growing twist of ethical consumerism (Burke and Berry, 1974, cited in Opal and Nicholls, 2005, page 23).Consumers values, attitude and lifestyle are rooted in high quality, ethically sourced and healthy products. The preference for th ese attributes has created a great opportunities for fair trade markets and thus resulted in a highly competitive fair trade market that is fitting too heated for Just Us the early player.Technological.From among 2002-2008, on that point was no record that reveals that Just Us Cafes integrated e-commerce into their customer service operation despite the fact that e-commerce that includes online service had been the major driver of bring chain in coffee industry in the 21st century. However, Just Us has integrated e-commerce into their customer service operation where customers orders are received and fulfilled via e-commerce.Environment and LegalThe current trend in westbound Europe involves series of public actions (legal) to reduce Co2 emission to the environment, visual perception majority of firms been taxed heavily on the basis of Co2 emission that their activities (majorly machinery) crack to the environment (co2gram/kilowatt/hour). However, opportunities abound for orga nisations that can reconcile profitability with the protection of their business environment (Kottler and Keller, 2012).But this trend towards greener activities is partly a little terror to Just Us fair trade as the need to source for raw materials locally rather than sourcing from distant developing countries (which is the basis of fair trade) to lessen Co2 emission to the atmosphere due to transportation is bonny an emerging issue presently.On the other hand, weather is becoming quite unpredictable and this is a threat to farm productivity. For example, the Archer Daniels Midland (ADM) the worlds largest hoidenish commodities traders recently got its net profits reduced by 60% due to a sudden drought in the U.S that hampered farm productivity (Financial Times, 2012). This can besides pose threats to the fair trade markets, resulting in scarcities in the commodity markets, high prices for food and high cost of raw materials.Porters 5 forces for Just Us.The Porters 5 forces as shown in Fig 1.1 below is used by businesses to indentify how profitable a particular business is (Johnson et al. 2008).Threat of forward-looking Entrants to Fair Trade MarketThere is a high threat of new entrants to the fair trade market with a growing trend in the demand for fair products. As a result of this, small, self-sufficient and well established cafes are competing with Just Us as a result of this.Threat of Substitute for Just Us products and ServicesAs barriers to fair trade market are getting weaker, competitors are offering a uniform fair trade product as Just Us in that respectby presenting consumers with opportunities to replace Just Us products if they do not meet their expectations.Bargaining Power of SuppliersThe number of farmers producing farm produce has been account to be growing. In 2008 alone, 59 countries have been reported to have supplied Canada. Thus, as the growing trend increases, the bargaining power of buyers becomes higher(prenominal) than the farmers.On the other hand, bargaining power is to a fault dependent on the availability of produce. If at that place is scarcity of fair trade produce, then the bargaining power of farmers become higher.Bargaining Power of BuyersLogically, as barrier to new entrants gets weaker and threat of utility(a) get higher, end users may not be able to offer premium price for fair trade products of Just Us. This gives consumers the ability to determine price.Threat of RivalrySince competitors of Just Us offer similar products to same group of consumers, competitive rivalry is certain.1.3 Extent to which Challenges threaten the here by and by of Just UsUp to a very large extent, challenges in the form of fierce competition (which is promoted by government policies), constant pitch in fair trade market (occasioned by rapid change in consumers preferences for coffee and other products) and lack of sustainable strategy of Just Us to address these issues will lead to lower consumer base, reduc tion in market share and profit and as time goes on, Just Us fair trade business will cease to exist in Canada.2.0. Appropriate Framework of Analysis to Analyse Competitive Strategy take by Just UsIn analyzing the competitive strategy adopted by Just Us, marketing mix strategy (7Ps) will be adopted.Products Just Us satisfied the wants and needs of consumers with fair trade and organic products like Coffee, Tea, Chocolate, Sugar, and Muffins. Just Us adopted a characteristic product differentiation strategy through provision of fair trade and organic products to its customers that are willing to pay premium. Just Us also have specialty products lines such as Coffee (Rwanda Caf Femenino, Tarrazu Honey, Mexican Morning, Wisdom, rainforest Rhapsody, etc), Teas (Chai Tea, Early green, Darjeeling loose, Maritime Breakfast tea etc) that meet various tastes of consumers. expense For all Just Us fair trade products and added services (atmosphere adapt to consumers taste), a premium prici ng strategy was adopted by Just Us where consumers are charged for added value in form of organic and fair trade products provided to them.Place With respect to place, Just Us pursue an adaptation strategy where atmosphere of different locations (Wolfville, Halifax, Grad Pre and Barrington Street) were adapted to taste, culture of consumers and making it comfortable as incubator for developing relationships among consumers within their communities.Just Us adopted ii types of strategic alliance in a bid to make their products available to consumers and in a bid to expand. The two types of strategic alliance adopted werea.Logistical Alliance where Just Us formed alliance with wholesales and retail outlets (e.g. Loblawas, and Sobeys), health food shops, churches, universities (Saint Francis Xavier, Saint Mary University etc) that offer logistical service to ensure the availability of Just Us products all around Canada.b. Product and Service alliance although this type of strategic a lliance failed Just Us, Just Us had once partnered with a local businessman in Toronto as part of their expansion strategy into Toronto market. Just Us also formed partnerships with Acadia Cinema Cooperative to use the film service as a means to sell fair trade products.Promotion In a bid to promote Just Us fair trade offerings, 10% of its profit was allocated for opening fair trade coffee museum where consumers are assoiled about the advantages of fair trade. On top of this, a non-profit organisation known as JUDES (Just Us Development and teaching Society) was developed to create awareness for fair trade and societal development. Just Us through JUDES also used documentary and educational activities to enlighten social institutions on the importance of fair trade.Just Us also used newspaper, magazines (student magazines and discount coupons), outdoor advert (board in Grand Pre), point-of-purchase advertising (Valentine, Christmas and other seasonal events), internet (www.justu scafes.com), sales promotion (reduced Christmas merchandise) and PR, events and sponsorship (during CEDIF meeting).People through proper recruitment and selection process, Just Us was able to attract talented staff and committed employees which were subsequently trained to deliver finished products (e.g. Coffee and Tea) in a way that expressed quality and care. forge part of the process of Just Us aimed at preserving and delivering fresh and quality coffee to her consumers includes roasting Coffee for example in small batches after which they were packaged in the plant and subsequently sent to consumers. Process of Just Us also involves close supervision of coffee quality at every stage of the production process (from raw materials to finished products) somatic Evidence This is essentially environment that surrounds the fair trade products and services that are offered by Jut Us (Richard and Gilligan, 2005). This includes fair trade coffee museum in Grand Pre, the brown coloured log o of Just Us that differentiated them from competitors, coffee bean manufacturing plant in Grand Pre , Just Us theatre, gift shops and other facilities and equipment (tangibles) that communicate message concerning fair trade that Just Us stood for.3.0 Strategic Options Available to Just UsDespite the continual growth of consumers in fair trade segments since 2008 (now around 44% of consumers in Canada), Just Us, a distinctive fair trade food business that was incorporated under the Cooperative Act and certified by Fair Trade Labeling Organisation (FLO) has seen it growth slightly increased in the midst of 2008 to 2011 ( stick out 1.1) in the midst of competitors (Kicking Horse, Tim Hortons, Second cup, Kraft, Nestle etc) that are not profoundly committed and consistent to fair trade model witnessing a high revenue from the fair trade market.For example, between 2009 to 2010, sales revenue grew by 1.72% to $7,103,981 with an increasing cost from 4,257,282 in 2009 to 4,310,222 in 2 010 (Figure 1.2).Figure 1 revenue of Just Us between 2002 to 2011(Just Us, 2012)Figure 2 The closing curtain of Year Statement of Just Us Coffee Roasters (Just Us,2012).To address these problem, Just Us can engage one of these optionsConsolidationThis is the situation where Just Us can strategise on defending their existing fair trade products (coffee, chocolate, tea, sugar) in their existing market in the province of Nova Scotia (Wolfville, Barrington Street, Grand Pre, and Halifax) . According to Safah (2008), this non-growth strategy is aimed at maintaining the business status quo to protect a business status in its environment.Just Us can achieve consolidation through eitherDefending their market share through with(predicate) Customer Relationship Management (CRM) , Just Us can cook a protective wall around its customer base (Smith and Zook, 2011) through effective management of individual consumers information in order to maximize loyalty ( Kotler and Keller,2012). Just Us s hould invest in communication technology where consumers database will be housed and used effectively. For example, automated greetings should be programmed to respond to any occasions consumers are celebrating. CRM management should go beyond business performance to personal affection and care for consumers welfare. by this CRM, Just Us will be able secure their consumers. Even CRM can also be done through social media where Just Us club can be formed for the purpose of a two-way communication between Just Us and existing consumers.Downsizing or DivestmentIn Figure 1.2 above, cost of good sold, administration and members expenses all constitute a higher cost to Just Us Cafes. Just Us could seek to unite by pruning its staff size to reduce cost of human resources or it could hold on to 20% of Just Us products that erect 80% of its revenue while the rest are shed off the Cafes product line. For example in Table 1.2 below, between 2004- 2007, fairly traded Tea and Sugar (though s ugar is perceived to have adverse impact on health and thus fair trade honey could be a good substitute) have been observed to contribute a less gross profit to revenue and hence less growth to fair trade market in Canada. So Just Us could remove these products from it portfolio while they slim down on Coffee and Cocoa.Growth2004200520062007Totalmarket share %market rankCofee41%56%61%55%$ 9,083,83680%1Cocoa115%96%91%0%$ 1,253,84911%2Sugar139%158%97%63%$ 789,1507%3Tea54%74%68%339%$ 173,6422%4Total Revenue49%65%67%50%$ 11,300,477 degree Celsius%market share %100%market rankTable 2 The growth of fair trade products in Canadian MarketMarket Penetration.Just Us could also increase sales of their current fair trade products in the province of Nova Scotia in which they are presently operating (Halifax, Barrington Street, Wolfville and Grand Pre) through lovely competitors consumers by planning and implementing effective promotion or distribution strategy or they could cut prices of thei r productsPromotionA good promotional strategy with an appropriate channel to reach target markets will be one of the appropriate methods by which Just Us can attract competitors consumers. Through integrated marketing communication, Just Us can better get up its marketing tools in order to deliver its social and environmental responsibilities, quality, fairness and equity message in a clear and consistent manner to all consumers.For example, Just Us is the only Caf business that is incorporated under the cooperative act which seeks greater fairness and poverty eradication in developing countries and on top of this, all fair trade products of Just Us were certified by Fair Trade Labeling Organisation. Just Us could choose to deploy it resources towards creating awareness about what it stands for and this could stimulate interest, desire and repeated purchase of its products. The landing page of Just Us site (www.justus.com) should be decorated with prestigious awards obtained by Ju st Us to affirm what they stand for and this could lead to customer conversion upon arrival to the landing page. Just Us should also use social media to communicate their messages while using aflame adverts on Tv and Radio station to preach fairness in addition to what JUDES does for them. For example, over 4 years, Cadbury Schweppes had attributed its high revenue to high expending on promotional efforts.DistributionAccording to Chopra and Meindhl (2007), distribution has been expressed to be the major driver of an organisations overall profitability since it directly determines both submit chain cost and consumer experience. The presence of Just us in 4 places within the province of Nova Scotia alone is not an effective means of attain potential consumers of Just Us. Tim Hortons (170) and Second cup (360) within Nova Scotia have been able to decentralize their shops in every nook and cranny to better reach their consumers and increase response time and convenience and through this, they have been known as a quick service restaurant in Nova Scotia. There is no point in having good quality fair trade products without reaching enough consumers.Even if there is no stock to lease or build more cafes, Just Us could form more partnerships (logistical or product and service alliance) with more retail and wholesale outlets in Annapolis, Pictou, Inverness, Yarmouth, Antigonish, Hants etc.For example, Sainsbury has emerged as market leader in UK grocery market due to its ability of Sainsbury to open more convenience stores all around UK.Pricing strategyJust Us could also use price to penetrate and attract competitors consumers. Just Us involving itself in a price war wont go too well for the Caf. However, a psychological pricing strategy could be adopted to increase demands for its quality fair trade products. For example, Apple used price to penetrate the market when it launched its 3G iphone at a cheaper price ($199) as compared to its competitors that were offe ring $399 for 2G iphones (Jobber,2007)Market DevelopmentMarket development is another strategic option that Just us can explore to increase it market share by change fair trade products to new markets beyond the shores of Nova Scotia or outside Canada.For example, in Vancouver and Black ball field, Just Us can seek to expand their Cafes to these provinces where there are ethical purchasing policies that favour their fair trade business model (as indicated in Table 1) unlike Nova-Scotia. Mergers or acquisition will be a fast way through which Just Us can sell its existing products to Vancouver and Black diamond swiftly. For example, Just Us could merge with Earths Choice a fair trade coffee roaster business in Vancouver or Cinnamon spoon in Black diamond .Other