SWOT analysis for Vodafone PLC

SWOT analysis for Vodafone PLCVodafone has created a very good denounce Image in the Customers Perception, Vodafone has its services around the world and It is listed in the worlds top 500 filths and rank 183 in the category 2006 and is published in Barron and too ranked 86th place in the worlds 100 largest companies and the ranking of Vodafone came down to number 10 in the year 2010 for the top 100 brands listed and that is published by Millward Brown. According to Brand Finances A Global Brand Survey done in the year 2010 Vodafone is ranked the 7th Most Valuable Brand.Best in variance Technology-Vodafone is equipped with the most advance Infrastructural Network round the globe which helps Vodafone deliver the most unsurpassed quality of communication. There are over 200.000 hind end stations for the wireless signal Transmission and the network traffic is around 700 billion minutes and over 90 pet bytes of info per year, and the peak transfer speed is around 28.8 Mbps. This is ultimately serving the Vodafones customers to high hat services in the food market. Vodafone came up with a new Service in the year 2010 named as Vodafone 360 which is an ex prison cellent service for the customers who are wanting to be connected everywhere and this particular service is perfect for customers who want to access the latest information available on the internet by keeping their contacts in that.Vodafone 360 is connected to the latest updates from the popular social networking sites, such(prenominal) as Face book, Msn and skype, so Vodafone 360 users can stay update from their Friends and latest news.Vodafone was the First operator to Provide DRM- Free Bundles and has the largest Digital music Subscriptions In Europe where are over 500,000 Customers.Global presence and diversification revenue enhancementVodafone has expanded its business in different parts of the world alike(p) Europe, Middle East, Africa, Asia Pacific and the United States through the company s subsidiary undertakings and the investments as of FY2010, and Vodafone is the one best Worlds Leading International active Telecommunications company. Vodafone has partners in more than 40 Countries and has the equity interests over 30 countries Vodafone has a very good prominent market assign in most countries around the world including Europe, The Middle East, Africa, Asia pacific and the United States and Vodafone also has a diversified revenue base for instance in FY2010. Vodafone has its largest geographical market and Germany Contributed 18% of the Total Geographic Revenue. And Italy is the second best revenue generator for Vodafone ie 13.5% and Spain with 12.7% and United Kingdom with 11.2% of make out and Vodacom with 10% followed by India 7% in FY2010, The groups other Africa and Central Europe, and other Asia pacific and middle east operations accounted for 12, 8 and 7.5 percentage respectively. This in turn guide Vodafone to be the largest officious telecommunicat ions operators.Prominent market positionAt the end of 2009, Vodafone has a sizeable market share in the European region with Italy, Romania Germany Spain and UK at 33.5, 33.1, 32, 31.2 and 23.4 percentages. Whereas, the market share in the eastern European country of Turkey is at 24.5%. It is has a truly international customer base of 347 zillion registered customers as of 30th June 2009. A sizeable portion of it comes from India where it has the largest and growing clientele. It is estimated that by 2010 Vodafones Indian customer base has the capability to grow up to 111million by the end of 2010 from the present 32 million subscribers. Vodafone subscribers and 85,000 employees have given it a market capitalization of 80.2 billion as of August 2010 and global mobile market share of 7%.WeaknessMobile phone radiationIt is said that the film of RF fields from the cell phone towers has dangerous wellness hazards. Some research studies suggest that excessive cell phone usage could lea d to cancer. This belief, however, remains a debatable issue. The local health authorities and the World Health Organization agree there is no evidence on the same. The damage though has already been done. It is a problem faced by all telecom operators. Government authorities in more or less countries have already taken precautionary measure by limiting cell phone usage in school and colleges, since pupils are more elegant to RF fields. To a certain degree, the cell phone radiation concern reduces the quantity of demand since a segment of the market entrust have tokenish usage.Legal ProceedingsConcerned over allegations of cell phone radiation that will dent telecom industries revenues, operators like Vodafone and Verizon wireless have filed lawsuits against groups alleging various health consequences as a result of mobile usage. Health risks have not been substantiated however, there is no guarantee that the actual or perceived risks of RF exposure will not impair Vodafones abi lity to retain or attract new subscribers, or reduce mobile usage or result in future litigation. The litigation may further affect Vodafones operations adversely than that of other telecom operators since Vodafones strategic focus is on mobile telecommunications.OpportunitiesIncreasing customers and uphill marketsThere has been a 20% growth in the telecom industry in the last three old age with a 4.7 billion subscribers. Emerging markets like India, China, Turkey and South Africa have been improving performance with increasing revenue which contributes to the market share. In emerging markets mobile penetration is around 50% as compared to European market. Developing countries are expected to deliver faster GDP with little alternative fixed line alkali. Turkey in the fourth year had revenue growing 31.3%. Vodafone Indias revenue increased by 14.7%. Other Asia pacific regions and middle east service revenue increased by 9.8%.Mobile transfer ServiceMobile money transfer service is a value added service that provided through existing infrastructure with the help of other financial enterprises. It is a growing business with enormous opportunities especially when mobile customers are growing exponentially with an expected penetration of 5.4 billion by 2015. In the coming years mobile money transfer system will become Vodafones important source of income.4G Introduction4G is all about modify high speed data transmission. The superior ultra-broad band will improved internet connectivity and therefore better live streaming experience. Vodafone again will be using its own infrastructure to launch 4G.Growth of mobile advertisingThe increasing trend of mobile phone users, has led the industry to believe that the global mobile advertising market is expected to grow at a compounded annual growth rate of about 40% until 2014. This has been primarily because of the new handsets that are compatible and improved internet connectivity. In 2008 Vodafone ran several hundred campaigns for global brands. A year later, mobile advertising was devoted to 18 operating markets. This potential market will be a major growth area for telecom players.ThreatsLegal RisksVodafones groups revenue comes from emerging or developing countries since they have majority of its customers in such markets. In emerging markets however, political, regulatory, economic and legal systems are less predictable. This environment makes Vodafones investments vulnerable and any legal developments are beyond the control of the group. There is also the likelihood of not having achieved any returns in these markets.Increasing CompetitionThe exponential growth of new customers has been due to increased competition. The fierce competition has also led to declines in tariffs for mobile services and is expected to decrease further thereby causing drop in revenue. Competition has also led increase in subsidies for handsets. Licensing is also another concern that the telecom industry faces whic h may also lead to competition.Delayed TechnologyOne of the hallmarks of Vodafones success has been the innovative technologies which are provided by vendors. The group makes significant expenditure towards setting up new infrastructure for improved communications. These technologies however, do not guarantee that the common standards of specification will be achieved. The technologies are developed according to anticipated schedules that will perform to the expectations of the vendor or their commercial importance. The poor performance from any vendor could result in additional expenditure or reduced profitability. obstinate Macroeconomic conditionsPoor economic conditions may lead to reduced spending by customers. They may secure lower priced products and services from a competitor. Externalities like recession or global economic deterioration will only delay the purchasing necessity of the customer. Adverse macroeconomic conditions will only affect Vodafones sales income.Referen ceshttp//www.vodafone.com/static/annual_report10/business/customers.htmlhttp//zprcnet.wwwwang.com/content/20103/1080835.shtmlhttp//www.vodafone.com/start/investor_relations/vodafone_at_a_glance0.htmlhttp//en.wikipedia.org/wiki/Vodafonehttp//lawyers-law.com/indian-court-upholds-big-tax-bill-against-vodafone/Jobber, D. (2007) 5th edn. Principles and Practice of Marketing. Berkshire McGraw-Hill Education

Analysis of learning theories

Analysis of reading theoriesEducation is very dynamic, and new initiatives, focuses and theories be constantly being introduced with the collective aim of enhancing both t all(prenominal)ing and information. The foundations of most educational theories appear to be behaviourism and fill outsequently constructivism according to Woollard (2010). As a moment, this assignment give focus primarily on these two study theories.I aim to comp be and contrast behaviourism and constructivism with regards to their preserve on teaching and acquirement. Focusing on three aras of the curriculum, I sh either as well as consider how both behaviorist and constructivist approaches are applied and consequently the impact on an individual childs learning. Throughout the assignment I will make considerations for my own teaching and conclude with the implications on my personal philosophy.During my time in school I amaze had the luck to observe a instructor in family two and as a force I was able to analyse speculation being put into practice. The individual child I cast chosen to focus on is antiquated six and is in year two. For anonymity purposes I sh each(prenominal) refer to the child as nestling A throughout this assignment. Child A is non recognise as having special educational needs (SEN), but she is currently working at a level 1b which is considered to be be impoverished expectations by two sub levels in all core subjects (National Curriculum n.d., online).Taylor and Mackenney (2008) explain how several theorists have contributed to behaviourism, which have god teaching and learning in classrooms today. consort to Taylor and Mackenney (2008), Skinner and Pavlov are the major(ip) contributors to behaviourism, consequently due to restricted word count, this assignment will focus on their work with regards to behaviourism. Davis and Sumara (2006, p.113) state that the work of Piaget is ac friendshipd as the major influence on constructivism and in tu rn is prominent at heart contemporary discussions of curriculum and pedagogy research. This assignment will focus primarily on Piagets stage speculation of arrestment.The stage theory of maturational development offers a universal process for learning, save, similar to the behaviourist view that a law of learning ordure be provided, it whitethorn be too over simplistic (Sigelman and Rider 2011). Bruner (1960) questioned whether the stage theory is realistic. He suggested intellectual growth essential take natural ways of thought into account. Similar to Piaget, Bruner developed stages of learning and intellectual growth, however, Bruner does not believe that the stages represent different and separate modes of thought at different points of development Bruner (2003). According to Bruner (1961), learning can be achieved at any stage of development if imaginations are taught at a simple level initially and revisited with a high degree of complexity at another time.Gardner (19 92) lay outd against the stage theory of learning as he claimed that cognitive skills develop at different and unrelated speeds (Gardner 1992, cited in Cohen 2012, p.48). This is also supported by McInerney and McInerney (2009) as they believe that although learning does appear to develop through stages, cognitive development does not progress in the great stages originally suggested by Piaget.Piaget did however state that although all children develop through each stage in the comparable sequence, they do not all develop at the same pace (Nairne 2010, p.113). Gardner (1992) further questioned Piagets theory, as like Bruner, he believes earlier aspects of learning and ways of thinking are used throughout all stages of development and can be used to support learning in new areas (Gardner 1992, cited in Pound 2006).Skinner argues children cannot be taught skills they do not by nature posses, this aspect of development is similar to that of Piagets theory of readiness as both theor ies imply that before learning can be achieved, the child must be at the appropriate stage of maturation (Elkind 2011, online). Davenport (2002) verbalize that children are capable of thinking in more than advanced ways before the age of septet as Piaget believed. Piagets experiments have been questioned by more recent researchers as I shall discuss.It has been put forward that Piaget whitethorn have presented tasks in set officular ways in order to get specific results. When aged four to seven year old children were asked ask questions opposed to open ended questions, their responses were less artificial (Meltzoff 2007). This could have therefore mislead children and subsequently lead to underestimating childrens level of understanding and sophistication. In turn, questioning whether developmental stages undervalue the extent to which children constantly change as they are growing up. Thus again questioning the simplicity of Piagets theory.Culture and individual differences ap pear to be irrelevant in Piagets theory of learning, as he believed all children are equipped to learn and develop through the same stages (Snowman et al. 2011, p.70). This was criticised by Cole (2006) as he focused the role of society on learning and stated that children who live in traditional societies are more attentive to vaingloriouss and therefore likely to develop a more data-based approach to learning, whereas children from a less traditional society, are more likely to learn through verbal instruction. He evidenced his theory by conducting an experiment involving aged 6 to ten year old children and found his results were consistent with his theory. All children can learn and succeed, but not on the same day in the same way supports this theory (Spady 1994, p.9).According to Wood (2012), Behaviourists assume that behaviour is entirely controlled by the environment and prior learning. This theory is very much on the reproduction side of the nature nurture debate and as a result many experiments, the majority of which involving animals, have been carried out. The use of animals in behaviourist experiments is criticised by Robins (2012, p.36) for suggesting that animals and human race learn in the same way. Bjorklund (2011) described how humans are complex and behaviour changes of animals are instinctive, whereas human behavioural changes are due to learning. He also argues that humans are separate from animals as we are the exhaustly species with powerful intellect. The way in which we think and the technological and cultural innovations afforded by our intelligence chastise us apart from animals (Bjorklund 2011). The Stimulus Response theory was an attempt to discover general laws of learning (Wood, 2012).Piaget studied children and not animals, however Seltman and Seltman (2006) criticised Piagets research methods, as his theory of how babies develop was almost wholly based on his own children. This could suggest that his research samples wer e limited and therefore weakening validity (Robins 2012).The argument by behaviourists that behaviours are dependent upon prior learning and the environment implies that people have little or no control over their own actions Engler (2008, p.226). Popovic (2008) believes behaviourism offers no accounting for, and does not consider the possibility of behaviours being a result of mental events such as beliefs. Popovic (2008 p.87) also points out that if this was true of all learning, then we are unable to have any beliefs that we have not previously acted upon or verbally crush outed, going against all sense of logic.Pastorino and Doyle-Portillo (2011, p.207) argued that Behaviourism is ignorant of the mental process, and disregards the activities of the mind, as moreover measureable and objective behaviours are regarded as learning. Put simply, if no explicit change in behaviours take place, then no learning has occurred. This strongly suggesting only quantifiable displays of kno wledge are valid and any mental process is spuriousingless (Mingers 2006, p.11).Although in general, a change in behaviour is a result of learning, it may not always necessarily be the case (Lefrancois, 2006). Lefrancois (2006) offers an explanation as he describes how losing a hand modifies behaviour and states that the loss itself is not learning. He believes a person may learn to compensate for the loss of their hand by learning new skills, therefore changes in behaviours does not necessarily result in improved learning.One must question how children are able to solve problems without the trial and error method deemed essential by behaviourists, as Bandura (1977) suggests that observational learning and mental processes both contribute to development, as children learn by imitating behaviours and noting mentally the possible consequences of their own behaviours.Behaviourists believe that the teacher is responsible for all learning and as a result are in charge(Huerta 2007, p.36) . It may be argued that children will not be encouraged to work and learn independently, and creatively, therefore identity and discovery will be nonexistent (Overall, 2007). Denby (2012, P.136) supports this by claiming that children are passive scholars and stringently learn what they are fed by the teacher. Palmer (2001) explains that simply teaching is not sufficient learning and supports her argument by stating Einsteins teachers did not teach him that e=mc (Palmer 2001, p.41). This thought provoking quote supports the need of discovery and independent learning. Palmer suggests purely acquiring knowledge which is taught and from prior experience, is not true learning.Piaget (1972), was also opposed to this theory as he suggested that teaching should not place emphasis on the passing on of knowledge and that children learn by discovery as they are naturally curious and well make to learn (Piaget 1972, cited in gelt and Cavanaugh 2012, p.124). He also believed that children s hould respond to their own curiosity and that education is making creators and not just resembling another adult (Piaget 1972, cited in Davenport 2002).As previously mentioned I have observed three separate lessons in year two and have been able to witness theory being put into practice. These lessons included Mathematics, Literacy and Science. severally lesson play alonged the same structure in which they began with a clear lesson objective and steps to success, with all the children on the carpet, developing on to the task and concluding with a plenary. The children appeared to be familiar with the structure of the lessons and due to the lesson objective and success steps, were aware of what they could expect from the lesson and in turn what was expected of them.Most children can learn curricular skills when the concepts are broken shovel in into little steps and in the classroom a clear Learning Objective and Success steps would achieve this (Slavin 2000). This suggests that t he childrens abilities to complete a learning objective gives a clear indication of what children do and do not know (Deiner 2009, p.121).This lesson structure appeared to be a behaviouristic approach to teaching as the lesson was broken carry out into small steps, however it may be criticised for discouraging spontaneity and not allowing for individuality if all the children are required to follow the same sequence (Curzon 2004, p.157).Some teachers do not care for the child who gives answers which do not comply with predetermined correct answers, which could be seen as inhibiting learning and development and promoting conformity (Sarsani 2005).A quantity of children are unable to work in an unstructured environment as they are reliant on consent and the continuity and structure allow children to feel safe and secure (Tassoni 2002, p.238), which is, according to Maslow (1970), a basic need in order to learn effectively.During the literacy lesson of which I observed, the teacher r ead a story to the whole class on the carpet and afterwards dictated to the children the differences between thoughts and feelings. The teacher then asked the children to independently write down examples of thoughts and feelings offering a sticker for good examples. Although the children were being active, this appeared to be a behaviouristic approach as the children were told the information and worked alone with an extrinsic incentive. Child A failed to write any ideas on her board and as a result did not receive a sticker.The teacher may have interoperated this as Child A not understanding the task or having any ideas, when in fact, she may not have been confident in writing her suggestions or libertine enough to complete the activity. Perhaps the children could have worked in pairs to discuss ideas and have the lower ability (LA) children paired with a more able child. If children have the opportunity to work with other children who are at a different cognitive level, they are likely to be encouraged by the more mature child, therefore advancing to higher understanding of the material (Wood 2008, online).As previously mentioned, the children were offered a sticker as a reward for completing their work. Kohan (1993) states that offering extrinsic rewards will reduce intrinsic motivation, which according to Piaget (1970) children are self motivated therefore extrinsic rewards are not necessary (Piaget 1970 cited in Groark and Eidelman 2011, p.40).Child A failed to complete the task and as a result she was upset because she did not receive a sticker. Slavin (2000) criticises offering rewards for completing work as it may lead to children only completing any task if a reward is given and suggests the emphasis should be on the process of learning and not the end product. Slavin (2000) continues to explain how the children may not always complete a task, but they have developed their knowledge and understanding through the process.I feel this is particular con structivist view of learning is very important for my own teaching practice, as it is important to recognise individual achievement which is likely to differ super between children. Something which is taken for given(p) for one child, may be a big accomplishment for another.Following on from this, the children were then set tasks involving describing characters. Child A being in the LA group, was given a workheet with a list of adjectives, in which she had to circle appropriate nomenclature to describe her chosen character. This was with adult support, who read out all the words and child A circled the ones she deemed appropriate. This appeared to be a constructivist approach as the adult could be said to be acting as a facilitator, however if the adult had asked Child A to attempt to read each word, rather than doing it for her, she may have improved her decoding and blending skills as well as highlighting knowledge and areas for development.The fact that Child A had to circle adjectives which were already provided on a worksheet, was perhaps not the most effective way of developing understanding, as Child A chose both evil and kind to describe the same character. This task does not necessarily demonstrate understanding. A behaviourist may argue that because Child A has circled many appropriate adjectives, she has displayed learning, when in fact she has chosen words at random or words she is familiar with.This activity could have also been made more active for the children by allowing them to study pictures and props and having to produce adjectives themselves following manipulation and assessment. As a result, a more high-fidelity demonstration of understanding could be produced. Piaget believed children learn for themselves rather than being taught, and therefore construction is superior to instruction (Santrock 2001). Child A may be absentminded out on this opportunity and according to her maturational stage of development she should be focusing on physical reality and should teach herself through direct experiences (Smart 2011, p.95).The teacher could then follow on from this lesson by looking at the describing words the children came up with, and building on their prior knowledge to develop their skills by introducing alternate (more complex) adjectives and lead on to produce a descriptive sentence. Piaget believed children can build on existing knowledge in order to concrete knowledge (Brain and Mukherji 2005, p.77).The children then had a fifteen minute phonics lesson which included nonsense words. Child A struggled to decipher which words were real words which appeared to have a prejudicious impact on her self esteem as Clark (2012, online) suggests that the latest phonics tests do more damage than good. He continues to criticise the nonsense word strategy by questioning whether it demonstrates the childrens abilities to decode words rather than their ability to understand words in context.The maths lesson I observed wa s the introduction of estimations and sorting. At the start of the lesson the children intonate the three times tables and Child A participated confidently. The teacher then asked individual children a times table at random and when asked, Child A was unable to give the correct answer.It may be possible that Child A had learned to regurgitate the times tables in sequence, but has not got any reasoning or logic. It may be criticised that Child A has not been allowed enough opportunities to develop a depth of understanding (Tassoni 2007).An article in TES magazine (Brettingham 2007, online) report that the rote learning focus devised from the numeracy strategy resulted in an increase in number skills, but a decrease in problem-solving. This was also supported by an analytical report of the Rose review, as it states children need not only to learn what to study but also how to study (Baker 2009, online).More recently, school subgenus Pastor Paton (2012) claimed that children will inc rease their confidence with their number knowledge if they learn times tables by heart and rote learning should become a fundamental part of primary education.Ward (2012, online) criticises this theory of learning as he states that lessons should focus on logic not solely arithmetic. He claims that by placing greater emphasis on children knowing pairs of numbers by the end of year two instead of year one, there is a danger of assuming the children is successful however having no sense of reasoning or calculation.Mathematics does however appear to be gearing towards rote learning as recent article in the NUT confirmed that the Government are proposing by 2014 and teaching will be more directed, with rote learning a key method of lecture (Anon. 2012, p.23).Following the mental starter children were then shown a meter stick and the teacher modelled how an estimation would be made of the board. A child was asked to stand undermentioned to the meter stick and the teacher asked the chil dren to estimate how tall the child was. Child A gave the answer sixty meters.It could be criticised that estimation is too abstract for year two because at age six, Child A is considered to be in the pre-operational stage of development, suggesting that she should not be able to understand the concept of logic or abstract thinking Sigelman and Rider (2012). Perhaps this particular lesson or unit of work was not appropriate for Child A in relation to her developmental stage.Pollard (2012, p.18) states that teachers have to start from where pupils are in their learning. He also says the Government need to set the framework and let the teachers take control, suggesting that concepts will be more individualised to suit childrens abilities.Constructivists believe children need time to practice and master skill as Piaget stated that teachers should not try to speed up the learning process, as children can only learn at their biological maturation level and therefore understanding would b e incomplete (Hill 2001). One must be concerned about the children who may not be ready to move on as well as the children who grasp a concept quickly as Slavin (2000), suggested children who learn quickly will receive less instruction than others, therefore they will be held back and have to wait for others to get wind up and consequently the children do not learn as much as possible. Guskey (1982) said work should be highly individualised and differentiated and the learner should not wait for others to comprehend a concept.The final task in mathematics was sorting shapes by their properties to understand classification. Child A seemed to lack dumbness and barely attempted the task. Perhaps the teacher could have chosen something to sort that was of interest and relevant to Child A so she would be self motivated as when a child is self motivated, they are more engaged and likely to further their own development (Hill 2001). Donaldson (1978) argues that children need meaningful co ntext in order to learn and understand why they are completing particular tasks.During the acquirement lesson the children worked in the same groups as Literacy and Mathematics, (ability groups). While grouping by abilities may be appropriate in mathematics due to wide varieties of skills and understanding, science is an opportunity for children to work in composite abilities. Whitney and Dean (2005, p.32-33) suggest that ability groups can be damaging to self esteem and result in teachers having lower expectations of LA children. The teacher could be denying Child A the opportunity to develop and contribute her knowledge as Whitney and Dean (2005, p.33) also state that less able children are often stimulated when working in mixed ability groups and the more able do not appear to suffer. One of the possible reasons for teachers not placing children in mixed ability groups could be the fear of being marked down by OFSTED inspectors claims Harris (2012, online). In this recent repo rt by Harris (2012, online) Michael Wilshaw (2012) the head of OFSTED, claimed it is critical to have high quality mixed ability teaching, if a child with low abilities is placed next to Oxford potential. He describes the ability to teach an individualised curriculum as hugely difficult and due to a combination of low expectations and poor mixed ability teaching, the brightest children are failing (Wilshaw 2012, cited in Harris, 2012, online). Despite this, Smith (2006, online) argues that science education in junior schools could be transformed by mixed ability grouping pupils as children lean to be more independent and communicate better with each other(Smith 2006, online).As stated in the introduction, Child A is said to be underachieving in all core subjects. It may be fair to suggest that she has not been given the chance to develop in science and due to her below average literacy and mathematical skills, has been generalised to be underachieving in all core subjects and Eshac h (2006) argues that although scientific concepts may be hard to grasp, it does not mean that children are unable to think abstractly about scientific concepts.The terms below average expectations and lower ability are used often in schools. One must raise the question as to what is deemed to be average in order to establish expectations. Egan (2012 p.98) suggests the stage of maturational development theory highly influences the expectations set by teachers and the Government, as the National Curriculum is broken down into Key Stages, and years groups are determined by ages rather than abilities. It is argued by Kincheloe (2005, p.22) that this works by a one size fits all rule, which could prove detrimental to those deemed to be below average.A report by The Department for Education (Richardson 2011, online) stated that children who are slow to develop in early primary stages fail to catch up to where they should be as they move through school. This may be supported by theories of how the hotshot develops as Taylor (2002, p.23) states that there can be no doubts that learning is dependent upon the speeds with which nerve messages move and are sorted within the brain therefore learning is restricted the maturity stage of a childs brain. Newberger (1997) argues that childhood is the optimum time to provide children with new knowledge as the brain continues to grow throughout childhood and due to its plasticity it can grow in response to new experiences.Through critically analysing both behaviourism and constructivism and find applications of both theories within the classroom, I have reached the conclusion that in order to reach each child and maximise potential, approaches are used hand in hand. Despite its criticisms, behaviourism is still an important aspect of education (OHagan 2003, p.37). My researched has allowed me to consider my personal philosophy for teaching and pedagogy, and my observations have further enabled me to see the implications of lear ning theories and strategies on an individual childs development. Through distinguishing between practice which appears to work effectively and practice that may not, I recognise the importance of understanding the stage of development each child is at and how my teaching must reflect that as a result.I feel that having high expectations of all children, allowing children to discover, construct their own knowledge and express individuality is important, alongside encouraging individuals to share ideas and learn from one another in both ability and mixed ability groups. The most prominent aspect, which shall impact on my emerging educational philosophy as a result of all my research, is that all children are individuals and one approach to learning and teaching is not effective to ensuring children fulfil their potential.

Defibrillator :: essays research papers

General QuestionsWhat does AED stand for?AED stands for automated external defibrillator (or automated external defibrillation).Whats an AED?An AED is a device used to administer an electric shock through the chest wall to the centre of attention. Built-in computers assess the patients heart rhythm, judge whether defibrillation is needed, and then administer the shock. clunky and/or visual prompts guide the user through the process.How does an AED work?A microprocessor inside the defibrillator interprets (analyzes) the victims heart rhythm through adhesive electrodes (some AED models require you to press an psychoanalyze button). The computer analyzes the heart rhythm and advises the operator whether a shock is needed. AEDs advise a shock only to ventricular fibrillation and fast ventricular tachycardia. The electric ongoing is delivered through the victims chest wall through adhesive electrode pads.Why are AEDs important?AEDs are important because they strengthen the Chain of S urvival. They can restore a normal heart rhythm in victims of sudden cardiac mark off. New, portable AEDs enable more than people to respond to a medical emergency that requires defibrillation. When a person suffers a sudden cardiac arrest, their chance of survival decreases by 7% to 10% for each minute that passes without defibrillation. AEDs save livesWho can use an AED? to the highest degree AEDs are designed to be used by nonmedical personnel such as police, firefighters, flight attendants, security guards, and other lay rescuers who have been properly trained. Having more people in the community who can respond to a medical emergency by providing defibrillation will greatly increase sudden cardiac arrest survival rates.Why does someone having a heart attack need an AED?When a heart attack becomes a full cardiac arrest, the heart close often goes into uncoordinated electrical activity called fibrillation. The heart twitches ineffectively and cant pump blood. The AED delivers electric current to the heart muscle, momentarily stunning the heart, stopping all activity. This gives the heart an opportunity to resume beating effectively.Will an AED always resuscitate someone in cardiac arrest?The AED treats only a heart in ventricular fibrillation (VF), an irregular heart rhythm. In cardiac arrest without VF, the heart doesnt respond to electric currents but needs medications. The victim needs breathing support. AEDs are less(prenominal) successful when the victim has been in cardiac arrest for more than a few minutes, especially if no CPR was provided.AED UseIs an AED proficient to use?An AED is safe to use by anyone whos been trained to operate it.

Cancer Ward The Old Doctor Essay -- essays research papers

Cancer Ward The Old DoctorIn this chapter Ludmila goes to visit her former mentor Dr. Oreshchenkov. He lives in a nice home and it is filled with things of the past and who he is. Ludmila has realized that she has cancer. However, she is not willing to except her own intuition and goes to Oreshchenkov to besure and even to be told that its nothing serious. While she is there she has a small sense of release and calm. Later the two of them land in to a discussion over the need for the family- doctor. These scenes have deeper meaning than just the literal sense. This chapter can be interpreted by utilize Dantes Four Levels of Interpretation. The first level of interpretation isthe literal. This level focuses on what literally happened in the story. The second level of interpretation is the allegorical. This level is implicated with the meaning hidden beneath the words in the literal sense. It tells of the nature of man and what we do in certain situations. The third level is the m oral level. It is the content behind the story. This level teaches us a lesson that we should use in our lives. The fourth and final level is the anagogical level. This is the level that is the sense beyond. It is not only literally true but shows a truth of greater glory and truth of the spirit. Dante used the example...in the departure of the people of Israel from Egypt, Judea was made holy and free. 7 For even though the literal truth of this passage is clear, what it means spiritually is no less true, that in the departure of the soul from sin, it is made holy and free. 8 The doctor lives in a better-than-average home in a nice neighborhood. It is full of things from his past and is well maintained. He has an old Grand piano and there are many books on the shelves. Some of these books were recently acquired by Oreshchenkov from a fellow doctor. This doctor had just retired and became a bee- postponementer. He did not enjoy being a doctor and at one time he was free of it. He c ould now do what he really wanted and was... ...hich occupied them, whichthey believe was central to their lives, and by whichthey were known to others. The meaning of institutionwas to preserve unspoiled, undisturbed and undistortedthe image of eternity with which each person is born. (P 432)The doctor sees the people of his past, not as their accomplishments, but who they really are. He sees that they are so preoccupied with the things they are doing that they think that that is all they are and that is how other people saw them. They become objects of their work and activity and loose who they are. The doctor sees that the office of life is to remain true to yourself. Dont allow yourself to distort what you really are. See yourself as a person. If you do that you will continually keep your soul pure. If you live your life a gentleman being your soul will remain unspoiled and will last for eternity. To live a human being you must be and treat everyone as a beloved creation of God for your entire life. That is the truest of all tests for a man.

Essay on Internet Privacy - Invasion of Privacy on the Internet

Invasion of Privacy on the Internet Invasion of screen is a serious issue concerning the Internet, as e-mails can be read if not encrypted, and cookies can track a user and store personal information. pretermit of hiding policies and employee monitoring threatens security also. Individuals should have the right to protect themselves as much as possible from privacy invasion and shouldnt have to give in to lowered standards of safety being pursued by the government. Encryption is the best and most convenient way to ensure that e-mails and other files transferred via the Internet are kept private during transfer. The widespread use of strong encryption technology is essential to protect consumers and businesses against spies, fraud, and theft over the computer networks used in electronic commerce. The national government has just announced a new policy that will maintain restrictions on the export of encryption stronger than 56 bits. Stronger encryption technology may be ex ported only to subsidiaries of U.S. companies in most countries, or to certain economic sectors in 42 countries (insurance, banking, or online merchants). Some law en enduringnessment interests support legislation that would force U.S. citizens and residents to give the government access to the secret keys that read encryption. Government-mandated key recovery and controls over the strength of encryption are a grave danger to the privacy of law-abiding citizens and businesses, not only in the United States but all over the world. This compromises freedom and sacrifices basic privacy rights. A new law, Senate bill 6027 (the E-Privacy Act), is act to combat these sacrifices. This law would prohibit indirect controls or ties to encryption use... ...umers should demand that these stipulations be addressed and attended to. Invasion of privacy is happening more than many individuals realize, so staying aware and alert of exploitation is necessary. Privacy violation over the Internet i s just as important as privacy in the mob it belongs to us and shouldnt be taken away by anyone. Sources Cited The E-Privacy Act--Analysis of the bill by the Electronic Frontier Foundation. http//www.eff.org/Privacy/Key_escrow/1998/HTML/19980521_e-privacy_eff_analysis.html Privacy Invasion Links--Articles, organizations, and resources. http//www.larrysworld.com/privacy.html Personal Privacy--Steps to protect the consumer. http//www.larrysworld.com/articles/personalpriv.htm Internet Privacy Coalition--The latest news in Internet security through encryption. http//www.epic.org/crypto/

'The Birds by Daphne du Maurier'

'The Birds, pen by Daphne du Maurier, is an avian disclosure humbug of day-dream and horror. The report card evolves round a farmer named Nat and his family in an stranded wear out of England freeing by substance of with(predicate) attacks of exploitation piecee action of pull to get downher boos. The birds start substantial a bulk cognisance and took express penalise for thousands of days of persecution. convey it was written in the 1950s, this yarn is an eitheregorical masterpiece for its content. The reference intercommunicate to us through and through nomenclature: abomination is much demonstrable alwaysyplace condemnation and well-nigh eternally lose twain sides.\nThe birds give way as to a greater extent than evidently bird in the story. they act as a malignance wedge we gift flat to today: terrorism, murders, and violence. Who would had ever imagined the birds good deal get so fierce, with their masquerade party so petite fa ultless? What in conclusion triggered for the immorality in the birds to collapse? What force be personnel casualty through the birds dealer when they sacrificed themselves save to lease more(prenominal) remainder for the tender-hearted passage? The resultant was never fully lick in the story, thusly do it more horrifying. However, Nat, be a realist, had comprehend the macrocosm of detestation in the birds: Nat listened to the divide operose of fleck wood, and wondered how many an(prenominal) one million million eld of entrepot were stored in those gnomish brains, keister the wound beaks, the non bad(p) eyes, leavely boastful them this disposition to pulverise mankind with all the happy clearcutness of machines.\n nearly birds not built-inly atomic number 18 against the valets. The birds atomic number 18 place in seeking to enter the humans. Nat has to endure dark an entire flowerpot that seems to view the oddment of human beings at the van of their consciousness. In this light, the birds washbowl intend the forces of negation that be present in human consciousness. How human beings counterbalance to these forces is important, as much(prenominal) a answer defines what it means to be human. Nat does not limber up in his get to depart and persevere. This is an pillow slip of the emblematic value of the ... '

'Silence is Not Golden'

'When electric razorren be maturation up, they atomic number 18 taught non to deliver unless intercommunicate to. When a childs humor is pumped-up(a) in much(prenominal) a way, it becomes hard-fought to tattle your headway, pull divulge oneself, and to endure up for what is advanced curiously kickoff at such a juvenility age. In 1967, Dr. Martin Luther powerfulness younger gave a barbarism, beyond Vietnam A epoch to profane the Silence, fend for the rights of glum population, soldiers and the Vietnamese during war. Dr. major power makes a occur telephone line slice excessively speak his intelligence and dissertation out for each(prenominal) the soldiers and civilians who argon too hunted to target some social occasion. He speaks for the domain as a completely when he begins his speech and makes it cognise of what they press they could theorize, only if argon unavailing to be sustain of the corpulent requisition. Dr. exponent hopes for a forceful change over to splay by and by well-favored this speech. In footing of gyration and change, it is everlastingly sequester to come off nines brick environ of silence.\n as well in at presents society, women draw to be unsounded in situations that should be as garish as a c at one timert. Events such as municipal force-out and foray should be give tongue to and looked at as a good job exactly as Martin Luther superpower truism cruel wars and separationism in 1967. discourse up about(predicate) level(p)ts that unremarkably cause great deal to be speechless shouldnt be something where large number flinch away and extend up. In 1967, it was truly red carpet(prenominal) for both bleak mortal to say what they go through and go against the norms. The norms were put in bottom by the etiolate government activity and by exsanguinous people themselves. Things care key bathrooms, piss fountains, schools, designated seats areas, an d even separate towns was a actually popular thing that rarely whateverone seemed to question. one and only(a) perspective of this segregation that blew Dr. pooves mind was how coloreds were sufficient to weight-lift in the Vietnam struggle freely as structured citizens, that once buns home, they were enured handle any opposite black person, placid unintegrated from the easement of society. And so we run through been repeated... If you destiny to get a amply essay, format it on our website:

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