Costco Presentation free essay sample

1. What is Costco business model? Costco business model is to generate high sales volume and rapid inventory turnover by offering fee paying members attractively low prices on a limited selection of nationally branded and selected private-label products in a wide range of merchandise categories. Is the company’s business model appealing? Why or why not? I do agree that the business model is appealing because people want to feel like they are exclusive with VIP treatment and they would be able to buy the name brand items they love for exceptionally lower than average price. 2. What are the chief elements of Costco’s strategy? Ultra low prices Limited selection of nationally branded and private label products â€Å"Treasure Hunt† shopping environment Strong emphasis on low operation cost Geographical expansion How good is the strategy? The low prices keeps the customers coming back Costco offers more product selection than the avg supermarket Keeping overhead cost down allows Costco to offer better value eliminating cost history associated with conventional wholesalers and retailers The growth of the company was intended to show 5% growth, however, the existing warehouses grew by an avg. We will write a custom essay sample on Costco Presentation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page of 10% 3. Do you think Jim Sinegal has been an effective CEO? What grades would you give him in leading the process of crafting and executing Costco’s strategy? What support can you offer for these grades? Refer to figure 2.1 in developing your answers. Yes, I do think that Jim Sinegal has been very effective as CEO. For grading, I would give Jim Sinegal an A because of the increase of profits to 4. What core values or business principles has Jim Sinegal stressed at Costco? Obey the law Take care of members Take care of employees Respect suppliers Reward shareholders 5. What is the competition like in the North American Wholesalers Club? Competition among the warehouse clubs (Costco, Sam’s Club, BJ’s Wholesale Club) are based on such factors as price, merchandise, quality and selection, location and membership services. The competition becomes much greater because of the attraction to small business owners, family households, churches, non-profit organizations, caters and small restaurants 7. Is Costco financial performance superior to that at Sam’s Club and BJ’s Wholesale? Yes, Costco financial status has 57% share of warehouse club sales across US and Canada, Sam’s Club has 35% share and BJ’s Wholesale has 8% along with several small warehouse club competitors. 10. Are Costco prices to low? Why or why not? Yes, Costco prices would be considered too low because the revenue does not fully cover the operating expenses of the company and generate only a modest contribution to operating profits. 70% of Costco operating profits were attributed to membership fees and the membership fees were larger than the company’s net income. 11. Costco Compensation Practices Costco compensation is what the company thinks about its employees and how they value them. Employees will work to their highest potential and go above and beyond the call of duty for greater compensation either tangible or non-tangible. Its not surprising that the employees are well compensated because the company understand that good compensation comes with lower turn over employee rates, the employees are more loyal and the work relationship between the employee and employer are better valued. 12. What recommendations would you make to Costco top management regarding how best to sustain the company’s growth and improve its financial performance? Recommendations: Customer loyalty: Lower the prices of the customer memberships and increase markups for pricing to have more increase in revenue Increase membership by offering discounted membership rate to those customers that switch from Sam’s Club and BJ’s Wholesalers Review inventory and items that are not customer driven should be eliminated which would keep funding either towards another merchandise or will be able to keep the funds to stay as apart of the companies revenue. Build competitive advantages by increasing advertisements to broadcast the company via television, radio and internet for increase in customer membership.

Unraveling A Midsummer Night’s Dream an Example of the Topic Literature Essays by

Unraveling A Midsummer Night’s Dream Love. Fantasy. Intrigue. These are the elements that make A Midsummer Nights Dream one of the most popular of all Shakespearean plays. Written sometime in the 1950s, it is a romantic comedy which circled on the love farce of four Athenian lovers, the quarrel between Oberon and Titania, and the journey of Quinces company. Need essay sample on "Unraveling A Midsummer Nights Dream" topic? We will write a custom essay sample specifically for you Proceed The play started with Hermias reluctance to marrying Demetrius, whom Egeus wants for Hermia. Under the Athenian law, she has to marry whom her father chooses for her or either vow to single blessedness or be executed. Apparently, Hermia decided to elope with Lysander, the man she loves. The two told Helena, Hermias friend, their plans of escaping to the woods the next day, who then tells Demetrius. The four went to the woods where their farce begun. Our Customers Frequently Tell EssayLab support: I'm don't want to write my essay. Because I want to spend time with my friends Essay writers recommend: Calculate The Price Meanwhile, Oberon and Titania, king and queen of the fairyland, are quarrelling over whom shall keep an orphaned Indian boy. Oberon summoned Puck to get a juice from the magical flower so that he can enchant Titania to falling in love to an ugly creature and thus give the boy to him. He also asked Puck to put some love juice to Demetrius so that he will pursue Helena instead of Hermia. But then Puck put the love juice to Lysanders eyes mistaking him for Demetrius. Oberon seeing Demetrius still pursuing Hermia, ordered Puck to put some love juice to Demetrius eyes. Turning things upside down, the two men, Lysander and Demetrius followed Helena and quarreled over her instead. Hermia was left behind. Helena could not believe what was happening because she knows not one of them loves her originally. On the other hand, a company is rehearsing for their play Pyramus and Thisbe for the celebration of the wedding of Theseus and Hippolyta. Bottom, the weaver, was chosen to play the role of Pyramus. Puck saw Bottom near Titanias bower and turned his head into that of an ass. Titania heard him sing and looked for him. Titania, still with the love juice in her eyes, fell in loved with Bottom. She treated him like a noble man despite his appearance. Titania forgets about the orphan boy and gave him to Oberon. Apparently, Titania was released from the enchantment and Puck also removed the ass head from Bottom. In order to fix things up, Oberon ordered Puck to remove the love juice on Lysanders eyes but not on Demetrius. Theseus found the two couples at the wood and since Demetrius is in loved with Helena, Hermia was freed of marrying Demetrius. All confused with the nights happenings, they thought that everything was a just a dream. They had a triple wedding and watch the horrible play of Pyramus and Thisbe. Shakespeare, in this story, played on the theme of love. Friedlander writes, The theme of a daughter who wants to marry against her fathers desires was a common theme in Roman comedy. Shakespeare pursued this theme as he allowed Hermia to be with Lysander at the end. Even there was love chaos between the four lovers; it ended with the right person being with the right lover. It manifested the strong power of love as Hermia chooses to be with Lysander, fleeing to a land where the Athenian law could not persecute them and leaving the place to which she considered as heaven. It also revealed the irrationalities of love like Helenas love for Demetrius makes him hate her while Hermias hate for him, makes him love her more. It shows that with love, the impossible could be a reality. Furthermore, it is because of this love that Demetrius was forced to love Helena through the love potion which was initiated by the fairies. It was as if nature and its natural forces was the one making things right by intervening to this love feud. The fairies could be a symbolism of fate or destiny as they put things to where they supposed to be. Nevertheless, Benedotto Croce says that despite the chaos and love farce, it was still a comedy. He writes, Love is sincere, yet deceives and is deceived; it imagines itself to be firm and constant, and turns out to be fragile and fleeting (386-3877). Hermias love for Lysander and the other way around could have had stopped in that wood, but then, at the end of the play it is their love that stood out. Lovers may be deceived by their emotions but it is the unique characteristic of love. Another theme found in the play was fantasy. Shakespeare gave significant roles to the fairies. It was Oberon and Titanias quarrel that started it all. It is also them that fixed everything up at the end. Likewise, fairy magic was one of the strong points of the play. This might be based on old folk traditions where mysterious creatures are thought to live on forests like fairies, elves, dwarves and goblins. People might believe or not believe on this supernatural realm but it certainly added a spice on the play making it more magical and unique. Friedlander further writes, the play focuses on how emotions, however irrational color perception. Shakespeare is writing about how fantasy and imagination influence how we see the world and how we see and behave toward each other. This was manifested when Helena said that Demetrius was stupid and has no good taste when in fact she loves him. At the same way Hermia complains that his father should see Lysander in her eyes and Theseus replies that she should see with her fathers judgment look, though, no two person see things at the same way. It reveals that emotions greatly affect judgment and insight. Emotions at most times make the mind narrower and irrational. Moreover, it is the reason why at times humans have impulsive decisions. They act and talk with their feelings and not with their minds. The play had also intrigue. A Midsummer Nights Dream had kindled the minds of the readers as it suggests feminism. In the setting, there is the dominance of Theseus and Egeus in Athens as shown in the first scene where Hermia was brought to the Court. It was the reason why Hermia and Helena fled to the woods and supposedly to the land where they could not be reached by Athenian law. Theseus and Egeus illustrated power and control over the female making the Hermia and Helena clamor for freedom. At the same time, when the couples arrived at Athens, they were married. It was believed that marriage is one of the societal achievements of women. In the book of Leonard Tennenhouse entitled Power on Display, he said that in the play, there was authority gone archaic (73). He further differentiated the patriarchal rule of Theseus in Athens with Oberons carnivalistic and enthusiastic supernatural world. He also explained that the carnivalistic atmosphere in fairyland breaks down the male power since it destroys the order that is previously maintained in Athens. But at the end of the play, Theseus forgives the lovers and thus, according to Tennenhouse, contrasted Theseus monarch rule to Egeus patriarchal rule (74-76). A Midsummer Nights Dream is definitely one of the best plays of Shakespeare. It is not only because of the great plot and storyline but its impact to the readers and even to the society. It had brought awareness to the readers on love, fantasy and intrigue. A Midsummer Nights Dream also introduced us to the world of imagination where we can be who we are, be with whom we want and achieve what we want. As Friedlander says, Even if we pride ourselves (as Lysander does) on being "rational", there are important facets of our humanity that are both non-rational and beyond our control.A Midsummer Night's Dream" celebrates this essential fact of life. Since it was written it has had many versions in books, theatre, and cinema. It made us realize that nothing is impossible with love. And because of this love, there could be times that you could not differentiate a dream from reality. Citations Croce, Benedetto. Comedy of Love. A Midsummer Nights Dream. Eds. Judith M. Kennedy and Richard F. Kennedy. London: Athlone Press, 1999. 386-7. Friedlander, Ed (1999) Enjoying "A Midsummer Night's Dream" by William Shakespeare Tennenhouse, Leonard. Power on Display: The Politics of Shakespeares Genres. New York: Methuen, Inc., 1986. 73-76

Free Essays on Ancient Roman And Athenian Women

Roman and Athenian Women Equality in the ancient republic Rome and Athens, where was most famous city state of Ancient Greece was not the same as it is today. In ancient Rome (1.2) and Athenian women (1.1) were not looked upon as equals. By comparison today woman rights, Athenian and Roman woman only a small step above slaves. They could have very little rights. They were considered to be secondary in relation to men. They were always controlled by man and their duties defined as to bear children and to manage to house hold. There are a lot of similarities between two societies, because Roman society borrowed heavilly from that of the Greeks. Before Rome was founded, there were a number of Greek colonies in Sicily and Southern Italy. As a result of this close contact with the Greeks,the early Romans picked up a great amount of ideas of the Greek language and traditions. Although there are similarities between the Roman and Athenian woman, there are notable and fundamental differences. Their civil and economi c rights are different from each other. Unlike the Athenian woman, the Roman woman had more freedom than Athens. Athenian and Roman woman could have very little rights. They were controlled by men at all stages of their lives. Their father controlled them before they were married. When they married complete control went their husband. If they divorced, control and rights over any property went back to their father or nearest male relative. (Moya, K. Mason, â€Å"Ancient Roman Women: A Look at their Lives) They thought that; a woman can not manage her money except one event in Roma. When women’s boys grew up, the mother allowed spent her money and time to advance their political carrier. However, except this event, woman could not spend her money on what ever she wants. According to their thought, the reason of the marriage is that; the management and preservation of property and production of children as future care-givers and h... Free Essays on Ancient Roman And Athenian Women Free Essays on Ancient Roman And Athenian Women Roman and Athenian Women Equality in the ancient republic Rome and Athens, where was most famous city state of Ancient Greece was not the same as it is today. In ancient Rome (1.2) and Athenian women (1.1) were not looked upon as equals. By comparison today woman rights, Athenian and Roman woman only a small step above slaves. They could have very little rights. They were considered to be secondary in relation to men. They were always controlled by man and their duties defined as to bear children and to manage to house hold. There are a lot of similarities between two societies, because Roman society borrowed heavilly from that of the Greeks. Before Rome was founded, there were a number of Greek colonies in Sicily and Southern Italy. As a result of this close contact with the Greeks,the early Romans picked up a great amount of ideas of the Greek language and traditions. Although there are similarities between the Roman and Athenian woman, there are notable and fundamental differences. Their civil and economi c rights are different from each other. Unlike the Athenian woman, the Roman woman had more freedom than Athens. Athenian and Roman woman could have very little rights. They were controlled by men at all stages of their lives. Their father controlled them before they were married. When they married complete control went their husband. If they divorced, control and rights over any property went back to their father or nearest male relative. (Moya, K. Mason, â€Å"Ancient Roman Women: A Look at their Lives) They thought that; a woman can not manage her money except one event in Roma. When women’s boys grew up, the mother allowed spent her money and time to advance their political carrier. However, except this event, woman could not spend her money on what ever she wants. According to their thought, the reason of the marriage is that; the management and preservation of property and production of children as future care-givers and h...

Personal hygiene Essay Example | Topics and Well Written Essays - 4000 words

Personal hygiene - Essay Example Included in the introduction will be a brief explanation of personal hygiene and its importance to the nurse and the patient and a short brief on the course of the paper. In the discussion portion of the essay the paper will discuss the proper ways of conducting personal hygiene essentials for the patient. This part of the paper will also highlight specific ways the nurse can help the patient including an assessment on the actual needs of the patient their capabilities to do some personal hygiene tasks like combing or brushing the teeth, the importance of independence for a dependent adult. A discussion on being sensitive about the patients desires will also be considered especially when it comes to modesty, embarrassment and the modicum of independence the patient can exert during tasked specific for personal hygiene, the paper will also highlight the need for the carer to be able to explain to the patient why a specific task needs to be done and to reassure the patient that they are not being embarrassed intentionally and that all are done in the course because it is actually needed to be done and that all accord has been utilized that minimal exposures of body parts and ‘invasion of privacy’ is kept to a minimum. It will also be noted that it is important for a nurse to know the essential body parts that are needed to be kept clean and dry especially for bed bound patients so that pressure or bed sores can be avoided, the areas where pressure sores are likely to develop so that cleaning and taking care of those particular areas will be of benefit to avoiding pressure sores. It is also essential for a nurse professional to know techniques and strategies involved in giving care to patients who already has pressure sores so that it will not be aggravated and that healing will be promoted. The ability to reassure, soothe and convince the patient to follow instruction

Lab report introduction Example | Topics and Well Written Essays - 250 words

Introduction - Lab Report Example HindIII is commonly isolated from the Haemophilus bacteria d Bacteria. It has a polymorphic restriction site on the intron 19 of factor VIII gene. It recognizes rthe double stranded sequence of the DNA at AAGCTT and then cleaves after A-1 (Dubey, Hussain & Mittal n.d.).DNA is negatively charged. The working principle in gel electrophoresis involves the movement of the DNA sample in the agarose gel. The difference in the base pairs impact a difference in the molecular weight of the DNA and so when the current is introduced at the cathodic end of the electrophoretic chamber the DNA will move to the anode with the difference in weight causing the bands to be formed at different locations Francois 2010). Our reference sample (ÃŽ »DNA) has a restriction site for the enzyme and so presence of matching bands with our sample DNA will show the presence of the wild type gene. In the case of no match, then we will rule out the presence of the wild type gene to the presence of the mutant gene. The three samples will be run concurrently. The samples will be placed on the wells and when the power is switched on the movement will be monitored and images taken to do the comparison. With one sample being undigested and the other one digested we want to differentiate between the wild type and the mutant genes. With the wild type after digestion by the restriction enzyme HindIII the DNA is broken down and forms strands with 3236 base pairs and 1125 base pairs (Isaac & Stacey 1994). This implies that due to the digestion process the bulk DNA has been broken down into lighter fragments and so with reduced molecular weight it will move faster across the electrophoretic gel. The restriction process takes place at an optimum temperature of 370C. Dubey, A. O., Hussain, N., & Mittal, N., n.d., ‘HindIII-based restriction fragment length polymorphism in hemophilic and non-hemophilic patients,’ Journal of Natural Science, Biology and Medicine, 1 (1), pp. 25-28, doi:Â  

Multi Disciplinary Approach Case Study

Multi Disciplinary Approach Case Study Based on the information provided, what needs, risks and strengths can you identify in relation to the individual or family in the case study? How would you plan the assessment, including consideration of theneed for a multi disciplinary approach? Case study E: James Downing is 16 years old, white andlives at home with his mother, Sarah, her same sexpartner, Teresa, and his younger sister Joanne, who is 13 years. Jameshas no contact with his birth father, who left Sarah when she was pregnant withJoanne, but he does have a close relationship with his paternal grandparents,who live nearby. James has been in trouble with the police since he was 13years old, and has numerous convictions for care theft, possession of cannabisand ecstasy and for house burglaries. Sarah has asked a social worker to visither, since she feels that she can no longer cope with the situation and feelsthat the whole family is in danger of `fallingapart. Joanne is beginning to stay out at friends all the time and clearlydoes not want to be at home, where there are frequent arguments. Teresa worksin a very demanding job, involving a lot of travelling, and Sarah feels she isspending less and less time at home because of Jamess behaviour. Research published in Child Protection:Messages from Research (Department of Health, 1995 cited in Horwath, 2001)states that families often feel they lack control and autonomy when dealingwith social services departments. This becomes particularly problematic whenassessments focus on family weaknesses and disadvantages. Hence a holisticapproach utilising strengths and identifying need is required. This approachforms the crux of the Framework for the Assessment of Children in Need andtheir Families. Sarah has identified the family difficultiesand has requested support this is encouraging, suggesting commitment to thewell being of the family, and to change. It is important to highlight thisstrength to the family and emphasise that together we will work to build uponthis. James has a close relationship with hispaternal grandparents, adding to the family resilience and acting as animportant resource during periods of difficultly. Hence grandparents should beengaged with the planning of the assessment. The familys economic status is not clear;however there is at least one family member in employment. Traditionally thisis interpreted as a familial resilience factor. Awareness of differingperspectives is essential the nature of Teresas work and the effect of theemployment on the family as a whole is currently unknown and hence couldequally be viewed as a risk factor by the family. James has established offending behaviourand has been involved with illegal drugs in some capacity. Family and professionals will generally view this as risky behaviour; however it must beconsidered that criminal activity could be viewed as a strength within somesocial groups, hence it is essential to ascertain all points of view, withoutprejudgement and then consider ways forward together. There maybe risk linked to the lessening orloss of James attachment to Teresa as she is spending less and less time athome. Equally, there could be risk attached to the potential loss ofattachment between Joanne and James, as Joanne is stay(ing) out withfriends.and clearly does not want to be at home. The family is under a greatdeal of strain, and it seems Joanne and Teresa are coping with this by shiftingaway from the household. This gives some insight as to how the family functionsunder stress; this will need to be explored further with Sarah and Teresa to identify the processes that will ensure the family achieve theirdesired outcomes when faced with difficulties. James has no contact with his father, raising concerns around paternal attachment and possible negative life events/experiences due to separation. The assessment will need to explore how James and his family view this separation; again each may hold conflictingviews and this must be sensitively addressed. One must consider that the immediate family unit, the extended family and professionals may all have differing perceptions of families with same-sex caregivers; some view this as strength whereas others will see membership of a minority group as a risk. Family members themselves may negatively discriminate on the basis of sexuality. Prior awareness of the possibility of conflicting opinions will enable the worker to react thoughtfully and mediate effectively. The social worker should critically evaluate their own practice continuously, checking for assumptions, stereotyping and cultural bias. Preparation for the assessment should begin with ensuring an appropriate social worker is allocated. The team manager should consider the field workers knowledge and understanding of the issues pertaining to this particular family (for example youth offending, discrimination/oppression based on sexuality/gender, attachment issues etc), as well as ensuring the worker is an appropriate match in terms of race and gender. Once a suitable worker is allocated thecase, he/she will need to refer to all information gathered previously. This will prevent the family repeating sensitive information again, and will enable the social worker to identify gaps in information that need to be filled during the assessment. Assessments and subsequent care plans are more effective if the child and family feel empowered and involved throughout the process (Department for Education and Skills, 2001). Indeed this is a duty of any professional working with children as outlined in Article 12 of the United Nations Convention on the Rights of the Child: the child who is capable of forming his or her own views (has) the right to express those viewsfreely in all matters affecting the child, the views of the child being givendue weight in accordance with the age and maturity of the child The social worker must engage with James and his family at the outset, establishing how and where theassessment will be carried out, exactly what help is requested and identifying desired outcomes. As outlined in the Framework for theAssessment of Children in Need and their Families, the social worker andfamily should identify the relevant agencies to be involved in the assessment and ensure it is clear to all professionals and the family the precise role andpurpose of each professional. Advice and information will be sought by identifying all key informants, recording their details and organising aschedule to collect information from these people or organisations. The following would be a minimum essential list of informants: FamilyGP and other relevant health professionals Youth Offending Team Jamesschool/college Paternal grandparents Joannes school Prior to any interviews taking place, a list of essential questions should be drawn up to give structure and purpose to the meetings. Following these initial discussions, further interviews may beneeded with Connexions, local police, wider family, or other community groups, in order to build a comprehensive picture of the family. In planning any assessment, there should be a clear statement of intent, outlining the purpose, limitations and timescales of the assessment. This must be shared with the child and their family. For all assessments this will include the main principles of the Children Act 1989. The particular focus for this assessment should only be decided upon after further consultation with the James and his family. In what ways does the information provided in the case study raiseissues of power, disadvantage and oppression? You are asked to carry out an assessment of need? How would you attempt to work in an anti-oppressive way? Case study C: Razia Akhtar is a 26-year-old single woman, of South Asian Muslim origin, (although born is Britain) who is currently in hospital, following a rapid deterioration in her physical health. She has now been given a diagnosis of Multiple Sclerosis. Razia lives alone in a small terraced house, and is very keen to return home as soon as possible. Her older brother and his wife, Mohammed Khan and Shanaz Begum, who live on the next street, have suggested that she moves in with them, but she is very reluctant to do so. The hospital staff feel that Razia is being very unrealistic about her future, and that she needs to come to terms with the fact that she willbe dependent on others for the rest of her life. Her present condition is such that she will need quite a high level of personal  assistance, with someone to get her up in the morning and help her to bed at night. The hospital based social worker is asked to carry out an assessment to determine Razia needs once she is discharged from hospital. Power describes the capacity to influence or control people, events, processes or resources (Thompson,2003, pg 152). If utilized in a negative fashion, power can be a significant barrier to equality and lead to oppression and disadvantage. Imbalances of power can manifest in a variety of social work situations; in this case study there are potentially a multitude of disparities of power, which require critically reflective practice to ensure equality and empowerment are promoted. When debating issues of oppression and disadvantage, we must consider the process leading to it negative discrimination. Negative discrimination is defined by the identification of negative attributes with regard to a person or group of people (Thompson 2003). Generally negative discrimination relates to social and biological constructs and can be based upon sexual orientation, gender, class, race, disability, age and so on. Negative discrimination creates the circumstances that give rise to oppression, which is defined by Thompson (2001) as: inhuman or degrading treatment of individuals or groups; hardship and injustice brought about by one group or another; the negative and demeaning exercise of power (pg 34) In relation to Miss Akhtar, we should consider the power that is implied through hospital staff having superior medical knowledge, skills and expertise in relation to Miss Akhtar. From the case notes provided, it appears that current thought relating to Miss Akhtars long-term care is based upon the medical model; the impairment is seen as the problem and her dependence is emphasized (Adams et al, 2002). Thompson(2001) says social work should take a demedicalised stance and look past thepathology, utilizing the social model of disability as described by Adams et al (2002). The social model suggests Miss Akhtars needs should be considered in a much wider context, ensuring her social and mental health are given equal consideration to her medical needs. Viewing societal constraints as the problem and not the individual creates the frame of mind to consider how to remove barriers to mainstream social, political and economic life. The social worker should liaise with Miss Akhtar and look t owards an solution-focused (not impairment-focused) care plan where by within the assessment, barriers are identified and solutions sought collaboratively, utilizing Miss Akhtars strengths. Miss Akhtar has an autoimmune degenerative disease and again, it is well documented that individuals with physical disabilities are more likely to be subjected to oppressive practices. Dehumanizing and medicalised language can result in a loss of esteem and a sense of disempowerment for the physically impaired service user. This can be prevented by avoiding jargon and providing lots of opportunities for questions and open discussion when working through the assessment with Miss Akhtar. Professionals should continually check themselves for use of infantilizing language andensure they engage in mature, adult discourse with Miss Akhtar. Miss Akhtars religious and cultural needs should be explored and understood as central part of the assessment. These needs must be identified as quickly as possible, to ensure the worker can besensitive to Miss Akhtars Islamic or other customs, without making cultural assumptions. Karmi (1996) examines the Islamic emphasis on modesty; hence the worker should consider with Miss Akhtar the extent to which her modesty should be preserved throughout the assessment. It should be explored if Miss Akhtar would prefer female medical staff and social care professionals only to be involved in the assessment and clear guidelines should be established around preservation of modesty and the practice of physical examinations. It is accepted in many Muslim communities that the most senior male of the family will take responsibility for a female relatives care. Hence it is possible there may be an imbalance of power between Miss Akhtar and Mr. Begum, dependent on their personal beliefs and how far these correlate with each others religious and cultural ideals. If there is a difference in these ideals, the social worker should strive to empower Miss Akhtar by discussing choices and involving a culturally matched advocate if Miss Akhtar desires, in order to mediate within the family. This must be managed sensitively, as Miss Akhtar, Mr. Begum and the social worker may all hold very different views regarding patriarchal hierarchies. The diversity of these views should be acknowledged and respected within the assessment. It is important to be aware of ethnocentrism, as described by Thompson (2003), whereby situations are viewed from the norms of a majority culture and those values projected onto the minority. T his can be countered by critically reflective practice, which will promote consciousness of power and oppression, leading to a decreased likelihood of the worker making inaccurate ideological inferences. Discrimination and oppression can arise through an imbalance in the distribution of financial or other material resources. This is a concern in this case study as Miss Akhtars economic status prior to her illness is not clear. Miss Akhtar may experience barriers in accessing the same level of financial resources as previously. Hence the social worker and potentially Mr. Begum could be in positions of power as they are likely to have control over the allocation of resources. This should be countered by being very open with Miss Akhtar and avoiding closed decision-making and mystery. Again, this promotes equality as it avoids welfarism, whereby it is assumed the Miss Akhtar requires welfare services dueto her disability (Thompson, 2003). Due thought must be given to use of language and culturally biased humour throughout the assessment. Miss Akhtaris an ethnic minority in the UK; as such Thompson (2003) states discriminationcan occur at personal and cultural levels. It is the role of the social workerto critically reflect on their personal prejudices, which could lead to discriminatory stereotyping. Personal discrimination is enveloped by inequity at a cultural level, whereby ethnic minorities, and hence Miss Akhtar, maybe subjected to a general felling of not belonging and polarization, by the use of culturally-specific language and humour. A central theme throughout these case studies is the need to put the service user at the heart of all planning, decision-making and reviews. Care packages imposed upon users will be ineffective; users must be enabled to help themselves, whilst the social workertakes every opportunity to stand in the users shoes and see life from thetheir perspective. References Adams, Robert et al (eds) 2002 CriticalPractice in Social Work. Basingstoke, Palgrave. Great Britain (1989) Children Act 1989(C41). London, Stationery Office Department for Education and Skills (2001) Learningto Listen: Core principles for involvement of Children and Young People. Availablefrom: www.dfee.gov.uk/cypu Department of Health (2000) Frameworkfor the assessment of children in need and their families London, TheStationary Office. Horwath, Jan (eds) 2001 The ChildsWorld: Assessing Children in Need. London, Jessica Kingsley Publishers. Karmi, Ghada (1996) The EthicalHandbook: A Factfile for Health Care Professionals. Oxford, BlackwellScience LTD Thompson, Neil (2001) Anti-discriminatoryPractice 3rd Ed. Basingstoke, Palgrave. Thompson, Neil (2003) PromotingEquality: Challenging Discrimination and Oppression 2nd Ed. NewYork, Palgrave United Nations (1991) United NationsConvention on the Rights of the Child (online). Available from:http://www.unicef.org/crc/fulltext.htm

How Can A Students Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? :: Teaching Education

How Can A Student's Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? Anne, a 15 year old Vietnamese American student stared out the window while the teacher droned on in the background. Her thoughts centered on lunch and her friends, and family. On a deeper level, her thoughts were about friendship, loyalty, kinship, and how children gain status and acceptance in the social structure of the school. Anne's attention was brought back into the classroom when the teacher announced that "this information will be on the test". Mechanically, Anne began to write as the teacher dictated notes. When the teacher had finished dictating the notes, Anne's thoughts wandered back to her own concerns. This true story is about me as a young girl trying to identify with the experiences of school knowledge and real life knowledge. Most of us as students have been in my shoes can readily identify the occasional moments of boredom and daydreaming in an otherwise interesting and engaging school experience, and in other occasions, this is the main reality of the classroom life. Traditionally, the educational community has tended to view culturally diverse students as coming from a deficit model, that somehow these students lacked the right stuff, the educational experiences for success in school. Rarely have schools and educational institutions viewed culturally diverse students as being culture rich and not at risk. When children are not allowed to incorporate their prior knowledge with new experiences provided in the classroom, learning is slowed and the child constructs a disjointed view of the world. This paper explores the multicultural and diversified world of the students and juxtaposes it along the knowledge the students are encountering in the classroom. It explores knowledge in respects to the traditional notions of commonsense knowledge of school, and knowledge that centers on the interests and aims of the learner. Multicultural learning needs to build on student's regenerative (prior knowledge) along with their reified (school knowledge)knowledges, the knowledge must be in relation to the student's home and community, the information must be personally familiar to the child, the understanding must come through a connection with culturally familiar stories and materials, knowledge needs to create a meaningful linkage to give children control over their learning, and multicultural knowledge needs to address the histories and experiences of people who have been left out of the curriculum (Dewey, 125). What I experienced as a little girl was a conflict between two different kinds of knowledge, which R.B Everhart has distinguished as reified and regenerative knowledge. Regenerative knowledge "is created, maintained, and recreated through the continuous interaction of people in a community How Can A Student's Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? :: Teaching Education How Can A Student's Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? Anne, a 15 year old Vietnamese American student stared out the window while the teacher droned on in the background. Her thoughts centered on lunch and her friends, and family. On a deeper level, her thoughts were about friendship, loyalty, kinship, and how children gain status and acceptance in the social structure of the school. Anne's attention was brought back into the classroom when the teacher announced that "this information will be on the test". Mechanically, Anne began to write as the teacher dictated notes. When the teacher had finished dictating the notes, Anne's thoughts wandered back to her own concerns. This true story is about me as a young girl trying to identify with the experiences of school knowledge and real life knowledge. Most of us as students have been in my shoes can readily identify the occasional moments of boredom and daydreaming in an otherwise interesting and engaging school experience, and in other occasions, this is the main reality of the classroom life. Traditionally, the educational community has tended to view culturally diverse students as coming from a deficit model, that somehow these students lacked the right stuff, the educational experiences for success in school. Rarely have schools and educational institutions viewed culturally diverse students as being culture rich and not at risk. When children are not allowed to incorporate their prior knowledge with new experiences provided in the classroom, learning is slowed and the child constructs a disjointed view of the world. This paper explores the multicultural and diversified world of the students and juxtaposes it along the knowledge the students are encountering in the classroom. It explores knowledge in respects to the traditional notions of commonsense knowledge of school, and knowledge that centers on the interests and aims of the learner. Multicultural learning needs to build on student's regenerative (prior knowledge) along with their reified (school knowledge)knowledges, the knowledge must be in relation to the student's home and community, the information must be personally familiar to the child, the understanding must come through a connection with culturally familiar stories and materials, knowledge needs to create a meaningful linkage to give children control over their learning, and multicultural knowledge needs to address the histories and experiences of people who have been left out of the curriculum (Dewey, 125). What I experienced as a little girl was a conflict between two different kinds of knowledge, which R.B Everhart has distinguished as reified and regenerative knowledge. Regenerative knowledge "is created, maintained, and recreated through the continuous interaction of people in a community