Jane Eyre By Charlotte Bronte (1816 - 1855) Essays -

Jane Eyre by Charlotte Bronte (1816 - 1855) Jane Eyre by Charlotte Bronte (1816 - 1855) Type of Work: Psychological romance Setting Northern England; 1800s Principal Characters Jane Eyre, an orphan girl Mrs. Reed, Jane's aunt, and mistress of Gateshead Hall Edward Rochester, the once-handsome owner of Thornfield Manor St. John Rivers, a young clergyman Story Overveiw Orphaned at birth, Jane Eyre was left to live at Gateshead Hall Manor with her aunt-in-law, Mrs. Reed. Jane remained at the estate for ten years, subjected to hard work, mistreatment, and fixed hatred. After a difficult childhood, the shy, petite Jane was sent to Lowood School, a semi-charitable institution for girls. She excelled at Lowood and over the years advanced from pupil to teacher. Then she left Lowood to become the governess of a little girl, Adele, the ward of one Mr. Edward Rochester, stern, middle-aged master of Thornfield Manor. At Thornfield, Jane was comfortable with life - what with the grand old house, its well-stocked and silent library, her private room, the garden with its many chestnut, oak and thorn trees, it was a veritable palace. Mr. Rochester was a princely and heroic master, and, despite his ireful frown and brusque, moody manner, Jane felt at ease in his presence. Rochester confided that Adele was not his own child but the daughter of a Parisian dancer who had deserted her in his care. Still, even with this forthright confession, Jane sensed that there was something Rochester was hiding. Off and on, Jane heard bizarre, mysterious sounds at Thornfield. She finally discovered that Rochester kept a strange tenant on the third floor of the mansion. This hermit-like woman, once employed by Rochester - or so he said - often laughed maniacally in the night. And other disturbances soon followed. One evening, after the household had gone to sleep, Jane was aroused by the smell of smoke - to find Mr. Rochester's bed on fire. Only with a great deal of exertion did she manage to extinguish the flames and revive her employer. Some time later, a Mr. Mason from Jamaica arrived for a house party. Shortly after retiring that evening, Jane and the house guests were awakened by the sound of a man screaming for help. Rochester reassured his guests that it was merely a servant's nightmare and persuaded them to return to their rooms. But Jane was obligated to spend the rest of the night caring for Mr. Mason, who had somehow received serious slashes to his arm and shoulder. After hinting that he had obtained these wounds from an attack by a madwoman, he quietly left the house on the next morning. One day Jane was urgently summoned to Gateshead: Mrs. Reed was dying. Upon jane's arrival, Mrs. Reed presented her with a letter from her childless uncle, John Eyre, requesting that Jane come to him in Madeira, as he wished to adopt her. The letter had been delivered three years before, but, because of her dislike for the girl, Mrs. Reed had written John Eyre to inform him that Jane had unfortunately died in an epidemic earlier that year. Adoption by her unclc would have given Jane not only a family but an inheritance - one she still might claim. However, she decided to return to Thornfield. One night, in the garden at Thornfield, Mr. Rochester proposed marriage - and Jane accepted. She excitedly wrote to her Uncle John to tell him the news. But one month later, on the morning of her wedding day, Jane was startled from sleep by a repulsive, snarling old wot-nan in a long, white dress and fondling Jane's veil. Before bounding out the door, the wretch shredded the veil. Jane's groom comforted his shaken bride; and Jane calmed herself and prepared for the i-narriage. The ceremony was near its end; the clergyman had just uttered the words, "Wilt thou have this woman for thy wedded wife?" when a voice suddenly broke in: "The marriage cannot go on. I declare the existence of an impediment." When asked for the facts, this man - a lawyer - produced a document proving that Rochester had married one Bertha Mason in Jamaica some fifteen years earlier. Mr. Mason, the mysteriously wounded house guest, stood as witness to the fact that Bertha was still alive and living at Thoriifield. At last Rochester stepped forward and acknowledged that the accusation was true, but that his wife had gone mad; in fact, she came from a family of idiots and maniacs for three generations back. Rochester further maintained that this early wedding had been arranged by his father and brother in hopes that he would marry into a fortune. The groom-to-be next

Filters through which one perceives the world Essays

Filters through which one perceives the world Essays Filters through which one perceives the world Essay Filters through which one perceives the world Essay The Oxford Advanced Learning Dictionary defines a filter, as an apparatus for holding back substances. Filters allow somethings to pass through them and not others. This word can have many different forms of usage. Yet, when talking about life or how one perceives the world, a filter has a more discrete, hidden meaning. Everyday we filter ideas via the medium of sight, touch, smells, taste and sounds through our head. These senses can be significantly applied to the topic at hand. Although forming the body of this essay with the senses, it can be made easier, by breaking the question down into two manageable questions. How are things really? And what determines the filters through which we perceive the world, and life? An idea has all four senses some how woven into it. An idea is a questioned statement that one could be asking themselves and curious about the outcome of it all. The idea may have positive or negative feedback linked to it. For example, suppose a human being, fed up with life, decided that he/she wants to rob a bank and live off other peoples riches. : When he/she actually comes down to the whole plan, it has to be filtered through his/her brain. The brain understands the consequences behind the actions and does not filter the idea through, thus does not perform the task at hand. This idea may now be edging towards the background of the human conscience, but the conscience only kicks in just before one is about to make a comment, or perform an action. The filter is the first stage of pulling back the negative feedback. Keep account of the fact that filters dont always fully hold back things. Before a human being touches a flame or puts his/her hand in a freezing bucket of water, he/she attempts to recount a moment in his/her lifetime where he/she actually performed this task. The idea of putting ones hand through a flame is brought to the gates of the brain. In order for the brain to carry out the mission, the idea first, has to pass through the filters. In this case the filter realises that this experience may cause some bodily harm. Now that the filter has decided this, it brings the idea to the conscience, which then allows a second chance for he/she to think about what may happen. It is very common for young children aged between one and three years old to actually put its hand in a flame. This is because the filter has no recollection of past experiences with a flame, and therefore is a virgin to this feeling. This idea is allowed to pass into the brain (the conscience doesnt kick in, because babies dont have one at that age, and if it does, scientists have still to prove it) and then on to the action. Thus, the result is that the baby burns his/her hand and starts crying. But because of this experience, it has grown smarter (brain wise) and speeds up the advancement of its filter through which it may perceive the world. One of the most used, unless one is sleeping, is the sense of sight. This is definitely a filter that is able to affect the understanding of the world, and what things really are. The everyday life is controlled by sight. Sight gives humans a clear sense of direction and an image of what things really are. If there is a green apple on a table and a group of 20 people were asked what they see, they would say exactly what they are viewing, which in this case is a green apple. From this, it has been made evident that all humans with a clear vision (excluding blind people) all view the same images as each other. Now comes a contradiction to all that has just been said. Suppose a friend has told a human being, that a plane crashed killing all the dominant world leaders. This person with out viewing any images on a screen or on paper only knows the damage it has caused to the world, but has no idea how it has affected the people and the country, that are governed by these leaders. This person has no visual recollection of the devastation and can be by no means persuaded to believe it, since he/she hasnt viewed any proof. This proves that sight is the only filter that clearly allows a human to comprehend how things in life really are. Carrying on from this topic, sight is also a filter because it is able to block out things that someone may not want to see. The filter of sight narrowly differentiates itself from a human conscience. One has the option to filter through images that he/she would request to view, which in a sense voluntarily changes the perception of the world. Through sight this person can decide how he/she perceives the world. If the human being requests to have a positive perception of the world, he/she does not look on to the devastating results of the worst killers, human beings. The only person to decide what things really are, are humans themselves. Every human being has a different mind of its own; each one is able to interpret items completely differently according to his/her beliefs. Till this day some people find it difficult to express the ways in which, they think things really are. The majority of these people fall back on a certain religion to illustrate the path to the certainty of how things are, including life. The determining factors, when discussing the realness of certain objects, can only be finally evaluated by any certain individual. Everyday, a human being conscience sly filters ideas through their head. What they view surrounding them, is determined as being reality and that everyone would view the same images. Our guardians in life, our parents, provide lifes filters to their children, as well as a conscience and morals. Through these traits the human being is able to uncover the reality of objects, which may affect ones outlook and or perception of life and the world we live in today. The media, in a broader sense provides us, with an open perception of the world. Through the television, radio and papers, it encourages an identical view on things, among the total population. So maybe, the media has a more influencing power on us, than our parents or beliefs do. After all this information about filters is taken into account, the end result is what is real. After viewings, tasting etc. an object, only after that, can one actually decide if it is real or not. So the filters are our senses and everyday ideology. Answering the first question that decides whats real? Is simply answered by the second questions answer, which is the human being him/her self. All these questions and answers, are all connected together. This includes TOK, life, perception and filters. The result being a never ending circle, and that is what I am sure is how it really is.

Canons of Taxation

A good tax system is one which is designed on the basis of an appropriate set of principles (rules). The tax system should strike a balance between the interest of the taxpayer and that of tax authorities. Adam Smith was the first economist to develop a list of Canons of Taxation. These canons are still regarded as characteristics or features of a good tax system. Adam Smith gave following four important canons of taxation. 1. Canon of Equity The principle aims at providing economic and social justice to the people. According to this principle, every person should pay to the government depending upon his ability to pay. The rich class people should pay higher taxes to the government, because without the protection of the government authorities (Police, Defence, etc. ) they could not have earned and enjoyed their income. Adam Smith argued that the taxes should be proportional to income, i. e. , citizens should pay the taxes in proportion to the revenue which they respectively enjoy under the protection of the state. 2. Canon of Certainty According to Adam Smith, the tax which an individual has to pay should be certain, not arbitrary. The tax payer should know in advance how much tax he has to pay, at what time he has to pay the tax, and in what form the tax is to be paid to the government. In other words, every tax should satisfy the canon of certainty. At the same time a good tax system also ensures that the government is also certain about the amount that will be collected by way of tax. 3. Canon of Convenience The mode and timing of tax payment should be as far as possible, convenient to the tax payers. For example, land revenue is collected at time of harvest income tax is deducted at source. Convenient tax system will encourage people to pay tax and will increase tax revenue. 4. Canon of Economy This principle states that there should be economy in tax administration. The cost of tax collection should be lower than the amount of tax collected. It may not serve any purpose, if the taxes imposed are widespread but are difficult to administer. Therefore, it would make no sense to impose certain taxes, if it is difficult to administer. Additional Canons of Taxation v Activities and functions of the government have increased significantly since Adam Smiths time. Government are expected to maintain economic stability, full employment, reduce income inequality amp; promote growth and development. Tax system should be such that it meets the requirements of growing state activities. Accordingly, modern economists gave following additional canons of taxation. 5. Canon of Productivity It is also known as the canon of fiscal adequacy. According to this principle, the tax system should be able to yield enough revenue for the treasury and the government should have no need to resort to deficit financing. This is a good principle to follow in a developing economy. 6. Canon of Elasticity According to this canon, every tax imposed by the government should be elastic in nature. In other words, the income from tax should be capable of increasing or decreasing according to the requirement of the country. For example, if the government needs more income at time of crisis, the tax should be capable of yielding more income through increase in its rate. . Canon of Flexibility It should be easily possible for the authorities to revise the tax structure both with respect to its coverage and rates, to suit the changing requirements of the economy. With changing time and conditions the tax system needs to be changed without much difficulty. The tax system must be flexible and not rigid. 8. Canon of Simplicity The tax system shoul d not be complicated. That makes it difficult to understand and administer and results in problems of interpretation and disputes. In India, the efforts of the government in recent years have been to make the system simple. 9. Canon of Diversity This principle states that the government should collect taxes from different sources rather than concentrating on a single source of tax. It is not advisable for the government to depend upon a single source of tax, it may result in inequity to the certain section of the society; uncertainty for the government to raise funds. If the tax revenue comes from diversified source, then any reduction in tax revenue on account of any one cause is bound to be small.

STEEPLE Analysis of UK Supermarket Term Paper Example | Topics and Well Written Essays - 2500 words

STEEPLE Analysis of UK Supermarket - Term Paper Example STEEPLE (Social, Technological, Environmental, Economic, Political, Legal and Ethical) analysis is amongst the most effective tools that are used to monitor changes taking place in the environment of the business (Brown, 2007; Griffith & Harmgart, 2008); the analysis is done to identify all important factors that can have a significant impact on any organisation operating in the UK supermarket industry. Li (2008) and Vasquez-Nicholson (2011) emphasized that Morrison PLC is a dominant brand in the UK supermarket industry as it derives its competitive edge by doing STEEPLE analysis frequently. It has successfully achieved its target market size by exploiting all strengths and availing opportunities present in its external environment. STEEPLE Analysis of UK Supermarket Every market is significantly impacted by both micro and macro environmental factors, but macro environmental factors have more influence on operational activities of a business (Jarett, 2012). Each factor of STEEPLE ana lysis with its relation to the UK supermarket industry is discussed below: Social Analysis The current trends of consumers in the UK market depict that they are moving from one stop shopping to a bulk buying mode as there are various social changes happening in the country. Supermarkets have availability of various non-food items which are usually on sale in the market. There have been demographic changes because there is an increase in old people, the number of female workers is increasing, and there is a significant reduction in homemade meals (Davis and Relly, 2009). There is more emphasis on the private label share of every business mix, efficiency in supply chain, and improvements in operational activities so that the overall cost of business is reduced. Most of the retail giants in the UK are now shifting to local suppliers for their purchases and stock requirements (Vasquez-Nicholson, 2011; Waterman, 2007). In addition, consumers’ demand of products and services has ch anged because of their social conditioning along with their beliefs and attitudes (Lyan, 2007). Technological Analysis Technological developments have enhanced the service level of supermarkets in the UK as they have benefitted both consumers and companies. With the help of technological gadgets, products are available quickly, personalized services are offered to customers and shopping has become convenient (Akter, 2012). The major systems that have enhanced UK supermarkets’ functioning are Electronic Point of Sale, Efficient Consumer Response, Electronic scanners and Electronic Funds Transfer System; these systems have assisted inefficient distribution and merchandising activities so that requirements of each company are effectively communicated on time to the supplier (Grugulis, Bozkurt and Clegg, 2010). Environmental Analysis All organizations have to show that they engage in environmentally friendly activities; there is increased pressure on various managers and companie s for acknowledging their social responsibility and they are required to behave in a beneficial way for the society (Smith, 2004).

Identify a development or industrial project or a suburban area Essay

Identify a development or industrial project or a suburban area - Essay Example The location of the project is shown in the figure below: Thinning trees is believed necessary to facilitate stand growth, enhance tree vigor and contain tree mortality due to more competition for resources among trees. However, root root (Pheilinus Weirii) was found rampant across all units and as many as 20% of the roots were found to be infected. Such diseased root stands run the risk of infecting nearby healthy trees and cause massive root decays in the adjoining areas. Further, reduced trees render the area vulnerable to winds which also aids in the transmission of the root disease to new areas. Other potential threats include increased susceptibility to forest fires and winter storms. Move to favour conifer species over Douglas fir tree types to improve plant diversity in the region (increased seed supply, improve resiliency to diseases and provide cover against diseases and insects) Analysis of the water resources is an important consideration for the present case study. It is used to assess any potential increases in new inflows, any changes in the channel morphologies, increase in turbidity and sediments. The key focal point of this issue is the Gunner lake’s drainage area which lies in the region undergoing the thinning project. The current conditions in the channel area have been a result of widespread road building and logging activities since the past 70-80 years. Once again, the focal point for the analysis of fish species and related habitat is the Gunner’s lake and its associated streams. It has been estimated that prior to human activities like rail and road construction, timber harvesting and settlement, the quality of fish habitat in the lake was far more complex and diverse and their population was much larger in comparison to current levels. The primary consideration of the section is to examine the major concerns on the soil resources in the area and analyze the effects of the proposed project (namely road building,

Inclusive Education Essay Example for Free

Inclusive Education Essay In this assignment I will be critiquing a peer reviewed research article which explores an aspect of interprofessional practice. I will reflect on my practice and identify how the research discussed with in the article impacts and challenges my thinking and approach. By critiquing the journal – Early Years: An International Research Journal, I will show knowledge and understanding of other professional roles in early years under pinned by theory I have researched. My own understanding of inclusive practice in early years is that All children, irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability should have the opportunity to experience a challenging and enjoyable programme of learning and development. (Early Years Statutory Framework, 2014, 1.15) The journal focuses on 52 early years practitioners from England, their experience of interprofessional working, woven together and their level of confidence and competence also different settings such as children’s centres, preschool settings and private settings as well as community preschool as it has been the fore front of government policy in UK since the inquiry into Victoria Climbie I have focused on three prime aspects from the journal: training, communication with multiagencies and support which I think is key regarding my own reflection of my practice as well as the impact on my thinking approach. The writers of the journal are Jane Payler and Jan Georgeson (2009) but nowhere in the journal are their qualifications and backgrounds cited. It is unclear that the writers are professional s or have had any practical experience in early years. It does not tell you where the settings are located and which back ground the children and families are from. I believe if all this information was given it may have been clear to the readers why we believe that research done in the deprived area has a  huge impact on their achieving when it comes to budget training and skills. If it was a deprived area they might be struggling with the funds, resources and support. On page b385 it states that they sent the questionnaires out but I believe all the methods used had weaknesses as it does not say anywhere what language they were using and what sort of questions were asked. Throughout the journal the writers praise the efforts that are made from the children’s centre in terms of working with inter professionals. As a reader I felt they were biased towards the children centre as throughout their article they have mentioned several times about how well children centres are doing, in comparison to preschool and private nurseries. Even the tables indicate that the children’s centres are performing at the top and preschool and private settings are nowhere near their achievement and successes. On page 387 of the journal it states that during her research it clearly showed that the children’s centres showed a secure understanding of procedure as well as confidence in approaching other agencies. The first aspect explored was training needs. The Journal article states that â€Å"the survey done was completed by 52 early years practitioners who were either undergoing, or had recently completed training for early years professional status.† Due to the level of education, it is clear to me why most of them were confident when working with outer agencies and writing reports according to the NutBrown review of early education and childcare qualifications interim report (March 2012) â€Å"Getting qualifications right will help to ensure that women and men enter the profession with the skills and experiences they need to do the best work with young children and their families. Well taught courses and learning routes that lead to reliable qualifications can help early year’s practitioners to improve their skills, knowledge and understanding, constantly developing in their roles.â€Å" This has made me reflect on my own training in regards to what I need to attend in terms of inclusive education and its importance as it is clearly shows in the journal on pg381 that the staff members with high qualifications and training were more confident in approaching and writing IEPS (Individual Educational Plan). As I was reading the journal one thing which really drew my attention was that it talked about the staff training being inconsistent. In some places staff seemed confident and in some places they were not. My  self being an early year’s practitioner and working in a private sector I can relate to the problems as staff are expected to go on training in their own time. Working within the Borough of Hounslow I have experienced first-hand cuts that have definitely been made in regards to training. According to the Guardian published in 2011 heading â€Å"The government is putting training out of reach of those who need it most in early years’’. (Th e Guardian, 2011) It goes on further to state thatâ€Å" From August colleges and training providers, in the main, will receive only half the cost of courses’’. This results in training being harder to gain. In order to go onto training you now have to firstly go onto a waiting list. Not only has that had an impact on your practice but also a staff member’s confidence with dealing with any situation which that training may have addressed. Another issue is that we now, as a setting, have to pay for the training. If a setting is low on funds the training cannot take place and so the staff members, as well as, children, parents and the setting, miss out. Covering the staff on training and courses exacerbates the situation.† It is also shown on page 390 of the journal that due to the cuts the speech and language therapist who will come to the setting one day fortnightly was reduced to once a week which impacts on the children having to refer somewhere else and not having an inc lusive service. I have been affected by this last year as I was told that there was no money left in Hounslow borough to give out for inclusion support staff which resulted on my having to use the staff I had already to support the child’s need . Despite the above and reflecting on my own practice, I believe early years practitioners do the best when it comes to identifying a child with a need, as they are the primary carers after the parents. In my belief, other agencies might have the qualifications but we as practitioners are the ones who identify the problem and so refer them on. As stated in the new EYFS (2014 3.20) â€Å"providers must support staff to undertake appropriate training and professional development opportunities to ensure they offer equality, learning and development that continually improves.† The second aspect which came to my attention was the different level of support throughout the children’s centre, preschool and private nursery. It was astonishing to see that the children’s centres were given the most support and due to this it is not a surprise that they were the most confident in approaching the  outside agencies and writing reports. This is clear due to their inter links with the outside agencies. According to the article they state that in every child’s centre in London they have family support, speech and language therapists as well as health visitors who are designated to each children’s centre. Due to that reason, I believe that they have far more support including regular meetings, interactions and support; however, private nurseries and preschools do not get that support and rely on communication based on letters as well as emails and phone calls, which is not always reliable and as effective as meetings. From my own experience I have noticed that once you identify a concern with a child’s speech and language, the referral takes over six months to completely get a response from a speech and language therapist. In Hounslow alone there is a long waiting list of children waiting to be seen by a speech and language therapist. Due to this, it is no doubt in my mind that having an in-house speech and language therapist or to even have a type of training in order to help and support children with their need as now out of? â€Å"Children coming to school are in need of some sort of speech and language support’’. (I CAN Talk Series – Issue 6) This has challenged my thinking and approach I would definitely like in my setting, as a manager, ascend a staff member to see how the speech and therapist works so they can come back and continue with the therapist approach. It was described by one of the practitioners that sitting with a child whilst seen by the therapist helped her to support the child page 389. I would love to be able to do so in my setting. I can support children with some support while the child is waiting to be seen by the speech and language therapist. Once the child has been seen by the speech and language therapist I make sure I have the copy of the recommendations and advice made by the therapist, so I can use the same strategies used by the therapist. According to I CAN, an organisation that helps children to communicate, ‘‘In some parts of the UK, particularly in areas of poverty over half of children start school with speech, language and communication needs.’’ â€Å"That means 2 to 3 students in every classroom have significant communication difficulties.’’ (I CAN Talk Series – Issue 6) One of the other aspects which came to my attention was that throughout the article it is c lear to me that there has been effective communication within the children‘s centre as there have been professional  staff on site; therefore all communication is face to face especially with speech and language therapists. Whereas private and other settings do not have this capacity and funds so all the communication involving outside agencies is on paper. It is clearly shown in figure 1 page387 that the children’s centres were 100 % on target when it comes to face to face contact with outside agencies. Other settings like independent preschools where I am employed are only doing 75% of face to face contact when it comes to communication and although it’s only 75% contact it is effective within that percentage. I agree with this as my own private setting has to rely on emails, phone calls and paper. This is also clearly stated in the journal on page 387. On page 395 it tells you about the need of the effective inter professionals practice in early years and their belief that it will be possible once the two year old check for disadvantaged children is extended. Since the 2 year check has been introduced I have experienced more regular contact with the health visitor. I have experienced di fferent types of response when it comes to effective communication. As in the document one part needs to be done by the practitioner one by the parents and one need to be done by the health visitor regarding any concern with the child. Some health visitors will be very particular in writing about the child’s health and on other hand some health visitors will write little information concerning the child and leave it as ‘no concerns’. Conclusion: The article helped me to reflect on my practice and identify key issues that impact and challenge my thinking and approach. For me, inclusion is not simply the toleration of all pupils, but the active provision of opportunities for all to feel good about themselves and to have the chance to flourish, whatever their individual needs and potential barriers to learn might be. Whatever difficulties may arise in dealing with the outside agencies ,distance between the professionals and resources and funds available as a particular I believe we have a legal duty to make sure we do the best when it comes to equality and diversity (inclusive and inclusion). In my setting and practice I have made sure that I provide and implement a clear policy and procedure to promote equality and support to every child in need as up held by the legal frame work in EYFS 3.66. It was also clearly stated in the journal on page 389 that settings doing their best when it comes to competence in developing their knowledge and network for inter-professionals over a period  of time were based on their knowledge and greater experience of integrated provision. Effective working practice with outside agencies should occur whatever the contact is, face to face or remote. As a practitioner it is our responsibility to make sure the child is covered within the inclusion policy. The second part of my assignment will be focusing on communication and the importance of communication in settings between other agencies, staff and parents/guardians. The word â€Å"communication† comes from the Latin word â€Å"communis,† meaning â€Å"to share.† (Communication studies). I believe sharing is a very important element when working within your practice, with parents and outside agencies. Personally I believe communication â€Å"is the act of conveying information for the purpose of creating a shared understanding. And includes verbal, non-verbal and electronic means† (Communication studies) According to Pietroni (1992) â€Å"We should not underestimate the many factors that challenge working relationships between professionals. Most fundamental is communication.† â€Å"To achieve better integration of services and organisation, The Children’s Act 2004 required local authorities to enter into partnership arrangements with parents who, in turn, carried reciprocal duties to cooperate.† -Aubrey Carol. â€Å"As suggested by the Laming Report, the Common Assessment Framework(CAF) was introduced as a standardised approach to assessing children’s additional needs. CAF supports the identification of a child’s additional needs which are not currently being met at the earliest possible stage.† (How children learn, Pg. 59) As an early years professional it is very important that I use communication effectively regardless of the type of setting, the ability to communicate effectively is crucial for developing positive relationships with children, young people and their families, colleagues and other professionals. Not only does it pave the way for a happy working environment but it is also a core unit of study for most children and young people especially when working with inclusion. In my setting I am the manager and the SENCO. I believe we are at the stage of norming as described by Tuckman in his performing team development models. Consensus largely forms among the team, our team responds well to reinforcement by a leader. Roles and responsibilities are clearly defined and important decisions are discussed and agreed upon by the entire team. Smaller decisions may be delegated to  individuals or small teams within a group not only to empower the members of staff but to ensure each staff member understands how to handle decision making and help them to gain experience. Our team also discusses and develops our processes and working styles and are always adapting and evolving in parallel to new research and studies. There is overall respect for team leaders and leadership is shared by the team. Leader facilitates and enables (similar to the Situational Leadership Participating mode). Working beside staff is very important to make sure we have an effective chain of communication which is strong and healthy. In support of this â€Å"Good communication practices need to be built into the policies and procedures of a setting† (Communication studies: what is communication) In our setting we make sure we work alongside parents as they are the â€Å"first educators† (Early Years Foundation Stage – EYFS, 2.2.) To help children achieve their full potential we make sure that practitioners investigate the experiences families and children receive when they attend our setting. Their feedback is essential to us as it helps us to further improve and meet the needs of parents more successfully. As part of gaining insight into the experiences of children and parents in our setting we send out surveys and questionnaires for parents to express their opinion through, this is especially effective if the parent does not feel comfortable expressing their opinion face to face with a member of staff. In addition to this our setting has an open door policy where every morning members of st aff are available to talk to; our staffs are multilingual and can communicate with a vast range of parents. We also have a text and email system in place for the parents who are working and don’t have time to complete surveys or get in touch with the staff. All these systems are in place to ensure effective communication. Coffee mornings are also in place and provide greater opportunities for parents to discuss their feelings in an informal atmosphere. Some settings invite parents to attend a short nursery rhyme performance and a chat about their experiences of the setting. We, at our setting take the ethos of â€Å"parents as partners†. Research tells us that the parents have the most influence over child development and so practitioners will serve children better by working in partnership with the parents. Practitioners also need to be mindful of the parents’ readiness to engage. There are many factors that should be considered when communicating or  attempting to communicate with parents such as communication barriers. Some of these barriers include time constrain ts regarding parents working hours, story time and language issues and if the parent may have special needs. Another communication barrier is if the engagement may be difficult due to family issues (such as a new baby, caring for a relative, domestic violence, health issues, and unusual working patterns.) It is only by understanding parents and valuing their input that practitioners will be able to acknowledge their readiness to engage with the setting. Strong and positive communication and relationships between staff, parents and children will help to develop an atmosphere of trust and comfort. Some children may receive additional support from agencies for their communication development. It is essential that practitioners work in partnership with these agencies to maximize the benefit for the child as it also states in EYFS â€Å"When parents and practitioners work together in early years settings, the results have a positive impact on children’s development and learning.† (EYFS, 2.2) Our setting works closely alongside outside agencies and take the multi-agency approach to make sure we provide the best care to the children. We also follow EYFS guide lines which states in i.16 â€Å"Close working between early year’s practitioners and parents is vital for the identification of children’s learning needs and to ensure a quick response to any area of particular difficulty. Parents and families are central to a child’s wellbeing and practitioners should support this important relationship by sharing information and offering support for extending learning in the home†. To make sure this is happening effectively we have implemented a key person system. Each child has a key person allocated before they start at the setting; it is established before the child starts the setting and on the basis of the initial meeting on induction day and the information gathered from paperwork. An example of this in practice is during introduction staff members meet all the parents and the children. If during the meeting we identify any information about the child’s specific needs such as speech/language/physical issues and the parents need e.g. parents first language is not English, the key person is chosen to suit the need of the child’s /parents so they have better communication and feel more comfortable and at ease. Parents can feel confident in communication with staff members and between their children and staff. The role of the key  person is too gather as much information as possible before the child starts the setting so that the settling in time can be arranged according to the child’s needs and interest. On the child’s first day the key person sets the activity of the child according to the child’s perceived interest and ability to ensure comfort and a sense of safety for the child. In addition to this the key person is responsible for noting and observing the activities of the child. After the initial meeting of the child and pare nts the SENCO of the setting (me) sit down and asses and evaluate any issues or concerns. An example of this is a child who attended my setting and during the induction day the mother had mentioned that the child is shy and an introvert. However upon observing the child during induction activities I learnt that the child may be more than just shy or anti-social. I came to this conclusion as I had noticed the child avoided eye contact and would only play with one toy, a toy car in which he would move it up and down in a continuous pose. The child also flapped their hands as a result of excitement. After the introduction I sat with my staff and talked about the day and mentioned the particular child. I then allocated myself as the child’s key person. I felt I had more rapport with the child and insight than any other member of staff. I then shared my thoughts and observations I had made during the day and offered some solutions and plans of action. During the first few weeks of the child attending the setting I conducted many observations and also got in touch with m y local SENCO and shared my concern over the phone. We then collectively arranged a day for her to come and observe the child. I double checked and ensured there was no further help I could provide and did all that was possible for the child e.g. the child enjoyed sticking doodles wherever he could and so I made a little post-box in each corner of the classroom and moved any hazards such as televisions as he loved sticking notes on the screens of television and computers. I also maintained daily contact with the mother and even asked her if it was possible to come earlier to pick him up as he became very upset when seeing other parents pick up their children. And made the mother aware of the assistance I was receiving from my local SENCO. I explained how it was vital to contact my area SENCO as they could provide advice which would further help me to support her child to the best of my ability. On the mothers agreement permission my area SENCO visited me and observed the child  she later introduced herself to the mother, she explained her role and what she could do for her child. We arranged a meeting to discuss the concern we have as a team and our plans to set up a IEP so that we are to help and support the child on confirming the date we made sure that all the people involved are available such as the mother, area SENCO and myself the setting SENCO. We explained everything to the mother for example what an IEP is and what we were trying to accomplish with it. My role was to arrange a support worker who would work alongside the child to support his needs. On our meeting day we all sat down together with all staff members who were going to support the child. Everyone shared their thoughts individually and expressed their opinions. In the end we set up IEP targets to help the child develop skills and improve, these targets were made in shared agreement. Each individual involved was given a copy of the IEP targets, this ensured that all staff members involved in relation to the child was aware of the child’s difficulties and aware of processes to help overcome them and that we all were all shared same vision to establish positive relation, both with each other and what’s best for the child. I personally believe â€Å"A trusting relationship between the practitioner and parents begins with the initial contact and it is crucial that from the start, parents appreciate that staff value their knowledge and understanding of their child.† (Working in partnership with parents, EYFS Principle) â€Å"a professional and honest approach by all staff will be the baseline in building the feeling of trust† as also reinforced in the government good practice guide as well as in Working Together to Safeguard Children, 2013 states â€Å"all professionals contribute to whatever actions are needed to safeguard and promote a childs welfare and take part in regularly reviewing the outcomes for the child against specific plans and outcomes;† according to the report published a HM inspector in 2007 talks about working together with professionals and has stated that it is important that we as a practitioner enable ‘’parents to play a stronger role as partners in their child’s learning and development.† The staff also share the IEP so all the other staff are also aware of what is our common goals as a team as I believe it is very important to work as an effective team and to have the common goals. For me teamwork is like an oil that makes the team work. It can enable smoother movement towards targets, can prolong forward momentum, and can help teams to overcome  obstacles. In my setting I make sure when I communicate to my staff, parents and professionals I perform as an adult as a model of Berne’s transactional analysis theory. As I believe if you talk like a child you will get a reaction like a child so it is very important that you make sure you come across as someone you want to be, as an adult or someone representing an accounting function or model. We need to be communicating like an adult. To make sure the staff is confident in doing the targets I arrange for the staff to go on training to be able to support the child as it is vital to me to make a â€Å"quality lea rning experience for children and this requires a quality workforce†¦ providers should regularly consider the training and development needs of all staff members to ensure that they offer a quality learning experience for children that continually improve† (Department of Education 2012). We also have professionals come to our setting to train the staff on the IEP targets such as bucket time. Intensive interaction and especial time in the setting â€Å"the staff trained that share their experience and knowledge with less experienced staff, in order to ensure that continuing professional development takes place†. (EYE VOLUME 14) The professionals who train the staff come to the setting to work with the key person to see if they are using the training effectively. I have regular contact with the professional through phone, email, and through paper. We have regular interaction with the outside agency and termly meetings in which the child’s progress and next steps to take are addressed. During the meetings the child’s transition is also discussed as it is very important to make sure the child moves to the next setting with all the support and the hard work achieved by us at our setting is implemented and continued. I sat with the mum and the area SENCO to explain to mum the options she has to choose from as in the end it’s what she wants for the child that is important.as it is clearly stated in the SEN code of practice working in partnership with parents 2.2 â€Å"parents too have a vital role to play in supporting their child’s education.† They hold key information and have a critical role to play in their children’s education. It continues to state that parents have â€Å"knowledge and experience to contribute to the shared view of a child’s needs and the best ways of supporting them.† So I believe it is very important that professionals (schools, LEAs and other agencies) actively seek to work with parents and value the contribution they make. It  is my belief that â€Å"The work of professionals can be more effective when parents are involved and account is taken of their wishes, feelings and perspectives on their children’s development.â €  In the document it continues stating â€Å"When practitioners are friendly and have a genuine interest in the children, parents come to like and trust them, and mutual respect can flourish.† According to B Sandra who is the consultant and director of Early Years gives some recommendation on effective communication according to her recommendation we need to give full attention to the person who we were communication, we need to be aware of our body language, need to resist any ways to interrupt. We need to take account of individual need and be flexible in the way they communicate and be ready to ask for help when required, be honest about what we know and what we don’t know, one of the other recommendation is that we need to be sensitive to culture differences as in some cultures direct eye contact is class as been rude in other culture satin cultures certain gestures are classed as rude.so care is needed when communication. While communication with a person with English as a additional needs we need to use photos, and visual aid. Someone with hearing aid needs to be communicating visual aid as well as use of British sigh language to make sure effective communication is taking place. To conclude my assignment I believe that a happier, healthier and better-informed workforce leads to a better setting. And that engaging your workforce with the right kind of communication, delivered regularly and efficiently through appropriate channels and means can make a big difference to all involved, for example you, your staff, child, parents and outside agencies.

Oliver Twist :: essays research papers

Oliver Twist by Charles Dickens is one of the most widely recognized and beloved stories of all time. The popularity of the novel and its author has made the book a frequent subject of literary criticism. Although the work has received mainly praise, some critics attack the novel. Since its publication, Charles Dickens' Oliver Twist has evolved from being criticized as a social commentary and a work of art, to a literary and artistic composition. Charles Dickens was born Charles John Huffam Dickens on February 7, 1812 in Portsmouth, England. Spending most of his childhood in London and Kent, Charles led a privileged life until 1824. It was then, while Charles was twelve years old, that his father, mother, and siblings were sent to debtor's prison. Although Dickens escaped the same fate as his family, he was forced to support himself by working in a shoe-polish factory. The horrific conditions in the factory haunted Dickens for the rest of his life. Dickens’s childhood experiences with the English legal system and in the factories made him a life-long champion of the poor. His novels are filled with downtrodden figures such as abused, impoverished orphans. He had a profound sympathy for childhood suffering and a strong desire for social reform that touches his work at almost every level. These themes heavily influence Oliver Twist (Charles Dickens). Dickens left the factory, educated himself, and in 1827 took a job as a legal clerk. After learning shorthand, he began working as a reporter in the courts and Parliament. The great detail and precise description that characterize Dickens' style in his novels are accredited to his experience as a reporter. After finding success as a reporter, Dickens focused on writing novels. He wrote a best-selling collection of humorous stories called The Pickwick Papers about orphans. With his second novel, Oliver Twist, Dickens retained some of the humor and the title character of an orphan, but he wrote a book with a more complex plot and a grittier look at the horrors of London. Dickens list of literary accomplishments continues with Nicholas Nickleby (1839), Master Humphrey's Clock (including Old Curiosity Shop and Barnaby Rudge 1840-1841), A Christmas Carol (1843), The Cricket on the Hearth (1845), Dombey and Son (1848), David Copperfield (1850), Bleak House (1853), Hard Times for These Times (1854), Little Dorrit (1857), A Tale of Two Cities (1859), Great Expectations (1861), Our Mutual Friend (1865), and The Mystery of Edwin Drood (unfinished 1870) (Dickens iv).

Market Equilibration Process Essay

Market equilibration gives businesses the opportunity to mold to different changes that occur within the field of marketing. With market equilibration, market prices are established through product and service competition. For example, the amounts of goods or services required by customers are equivalent to the amount of goods or services produced by business. Market equilibration will allow the business and customer to be on the same sheet of music with product and prices. Law of Demand In order for market equilibrium to exist, the economy must have a need for a particular product or services. For there to be a demand, customers must be prepared to pay the established prices set by the industry. After the need for a particular product has been identified, manufacturers can begin producing the products. Law of Supply With supply, the product or services are made available to the economy. When a consumer is prepared to pay the price the market is asking market equilibrium is established. Should there be an imbalance of the demand or supply, there would be no equilibrium. In cases of supply imbalance, this could cause prices to increase which would inadvertently create business and revenue for the competition. Contrary to supply shortage is an excess of supplies. Excess supplies in the market will cause the market prices to drop resulting in an imbalance in the market equilibrium. Efficient Market Theory Efficient market theory is an investment theory that states it is impossible to â€Å"beat the market† because stock market efficiency causes existing share prices always to incorporate and reflect all relevant information (Investopedia, 2014). Because stock usually trades at fair values the efficient market theory keeps the stock exchange fair and honest. It prevents investors from selling at over inflated prices or purchasing at underrated prices. Surplus and Shortage Another cause of an imbalance in the market equilibrium could be a result of supply surplus. A supply surplus could also cause product prices to drop. Because there are more products available it could mean that customers just are not buying or that there are too many suppliers of the same product. The counter to this problem is to limit the number of like products available within the economy. The opposite effect to a surplus could be very beneficial to business competitors. A shortage would allow a competitor to move the business into the local economy and set prices high. As a result of shortages, this would allow the competitors to monopolize the market causing duress to surrounding companies. Real World Experience A real world example of the free market is when a customer looks for a bargain for the same product that both Wal-Mart and Target offers but at different price. Most consumers prefer to choose the item that has the best price versus the store name. Another factor that plays a role in the decision process is the location. If a customer has to drive further away to make a purchase they may elect to select the most expensive item. Customers can take advantage of supply and demand when the businesses are competing with each other. Conclusion In economics, manufactures and customers are the primary stakeholders in the equilibrating process. The market equilibrating process is difficult to balance because of the shifting market. By obtaining a good understanding of how the equilibrating process works, it will assist consumers on how to spend his or her money while saving at the same time. References McConnell, C., Brue, S., & Flynn, S. (2009). Economic Principles, Problems, and Policies (14th ed.). Boston, MA: McGraw-Hill Irwin. Investopedia. (2014). Retrieved from http://www.investopedia.com/terms/e/efficientmarkethypothesis.asp

What are for oil production classification

In Europe and the Mediterranean coast of Africa, in the early 19th century, the united States, palm oil placental and South America and Australia region of California began to grow. Due to its high economic value, has been extended to 30 countries around the world. According to the united Nations food and agriculture organization (FAA), the world seed of olive tree growing area, an annual output of 140 tons of olive 011 Is more than 140. N china since the 1964 introduction of olive tree, is mainly distributed in chuan, Huber, Shania, angle, Axing, Yuan, ghoul and other provinces (area), the planting area Is still growing, but some areas in planting, processing management still has some problems-stable due to the high ILEC acid content of olive oil, grease, together with its special processing technology, especially the nutritional properties of virgin olive OLL Is good, the price Is quite expensive. So It Is of woody fuel In the economic benefits of higher special oil.Foreign system of olive oil method mainly has the following three types: traditional hydraulic oil olive OLL refining method, two phase and three- hash olive oil refining centrifuge separation and skimmed with olive bread organic solvent leaching method. Now, respectively to the traditional system of olives oil and centrifugal separation law method. Oil obtained in the first few steps have olive fruit pulp, the dispersed point together. By squeezing the oil separated from olive fruit pulp of solid materials.Press law take olive 011 Is the traditional system of olives oil. Principle is to squeeze out the olive oil, with olive olive fruit pulp material volume compression, material mechanical deformation occurred. The solid part of the slurry liquid through resistance will be squeezed out. When the hydraulic fluid oil through the oil cylinder piston and push 011 into the OLL cylinder piston drive tray to squeeze the olive fruit pulp moving up,bucket elevator olive fruit pulp by compression after sque eze olive oil with water. Live fruit pulp volume shrink until the remaining olive pomade, unload oil olive pomade on bread, to complete a crushing process. Hydraulic OLL press frame type hydraulic press and screw press two, fruit pulp for 20 – 22 0 C temperature, squeezing time is 50 -? 70 min. The squeeze mode for intermittent olive fruit pulp squeezing process. Salary Intermittent squeezing process, as well as mechanical screw instead of hydraulic piston moves up and down, to achieve the purpose of compression olive fruit pulp extraction of olive oil.Olive oil refining equipment oil press legal process is the most widely used in a wide variety of olive oil production of a kind. About 80% – 90% of olive oil in the world are using this screw press press. Continuous spiral squeezing method This oil pressing machine is often used in other plants, although there are many scientists in the world for many try to Improve this kind of machine Is used to extract oil, because t his kind of press is continuous work and can obtain the characteristics of high pressure, however the olive pulp urological properties for this type of press function does not work. s actually the olive fruit pulp properties is very strong, the material In squeezing squeeze pressure build up In the cage, pressure can only be 1 OFF olive oils and pomade olive oil, not squeeze from olive oil. Therefore, this kind of machine with little or cannot use at all. Belt type squeezing This kind of oil olive oil mill will olive fruit pulp coating metal mesh, similar to that of the caterpillar drawing machine rotation is compressed between the roller (filter), roller is made of metal belt drive.Although a large number of solid material to get a better control, to achieve the purpose of preparing a certain amount of olive oil. But this process on the olive fruit pulp produced by the pressure is low, production is low, there is no mass production. Olive oil press squeeze out the olive oil contain s a rage number of moisture, usually adopts the analysis method of separation.The use of oil and water separation relative density is different in nature, its simple equipment, without power, low cost, the disadvantage is that long separation, mainly as early separation device;Len order to improve the production efficiency, using the method of centrifugal separation, it is using high speed rotary to rapid relative density of different oil and water separation. The separation effect is good, pure oil, can make oil water cut 0. 2%, or less impurity 0. 1% or less,Rice bran oil decaying has been widely used.

Result of the Black Plague on the West seen through Malthus essays

Result of the Black Plague on the West seen through Malthus essays Though the result of the Black Plague is initially deterioration, seen in Boccaccio's Decameron, the decline stimulates efforts at reform and renewal. In 1798 the English clergyman Thomas Malthus published the first edition of his influential Essay on the Principle of Population. In it, Malthus concludes that the plague does not end western culture. On the contrary, the plague allows it to flourish and ensures its survival. Boccaccio provides a wealth of information about the plague in his Decameron. The book is set in 1338, the year the plague struck Florence. Seven women and three men flee the plague in the city for the safety of a country villa. On their ten-day journey to the villa, each of the travelers entertains the others with a story. The result is a set of one hundred tales framed within the larger story of the travelers' journey. Boccaccio writes realistically and lyrically of the horror of the plague. He allows each of his characters a distinct voice to tell stories of charm, sadness, bawdiness, mystery, and drama. The plague and the death resulting from it are two major motifs in the Decameron. It can be argued that the Black Plague of 1338 and 1339 was the most devastating natural disaster to ever strike the European continent. The populations of some cities and villages as far removed from each other as in England and Italy fall by over seventy or eighty percent by the end of the plague. By 1420, Europe can only boast about a third of its population compared to what it could only one hundred years before. To truly understand the plague and its devastation, one must understand its origins. In the early 1340's, the plague moves westward along the silk route and penetrates the Mongol Khanate of the Golden Horde. Yet, it is still contained within the great Eurasian landmass. At this time, many Europeans begin to hear tales of a great plague from the Far East travelers. Most brush it off. Few take it ve...

Professional Sports Teams Essay Example | Topics and Well Written Essays - 2000 words

Professional Sports Teams - Essay Example A good example is the US where the National Basketball Association (NBA), Major Baseball League, and the National Football League (NFL) are a major source of attraction and income for the country (Dobson & Goddard, 2011:206). Commercialization of sports follows the principle of economic of profit maximization, and it is with such understanding that economists have taken a keen interest of evaluating sports club and franchises owners’ objective and their influence on regulations and structure of leagues. This paper seeks to analyze the objectives of team owners and the impact they may have on the regulations and structure of professional sports leagues. From an economic standpoint, professional team sports are a form of enterprise, the owners of the teams being the entrepreneurs and the game being the product. The customers are the fans supporting these teams, while the players and the coaching staff are the inputs (Mayhew, 2003:79). Professional players and athletes earn milli ons of dollars per season, with team prices shooting past 500 million dollars (for Washington Redskins and New York Jets). With such huge figures, professional sports teams have been organized into sealed leagues with the identity and number of competitors being fixed by the league members themselves, thus the influence of the league by the owners of these teams (Masterlexis & Hums, 2011:295). Figure 1: Graph showing one-year change in total value of football clubs in the US (emphasis on New York Jets and Washington Redskins). Retrieved from http://www.data360.org/dsg.aspx?Data_Set_Group_Id=1358 Unlike other contemporary economic sectors principle of monopoly, success of the professional team sports relies on extreme competition between the teams. The more competitive the game, the higher the ticket charges as well as the attendance, resulting to higher profits. The implication of this fact is that teams with consistent unbroken winning streaks become common and boring. This has led to the formation of leagues that manage and organize games with the aim of eliminating unfair competition in the sector (Rodney, 2004:25). These leagues have become so popular, going past the country’s border and spreading over the world. Prime examples include the Premier League in English football, La Liga football league in Spain, Super Bowl baseball league in the US, and NBA basketball league in the US (Kern, 2000:101). These leagues are multi-billion dollars ventures that contribute significantly to the GDP of their respective countries. Players’ drafts, salary caps, roster limit, and player trading restrictions govern the labor market of professional sports. Gate collection sharing, collective sale of television broadcasting rights, and joint merchandising limit economic competition in the product markets. These agreements apply to such leagues like the ice hockey, baseball, basketball, and American football. These agreements are based on the economic principles of profit maximization, which is often the objective of the professional team owners (Melicher, 2011:9). Team owners in Europe and the US have always deferred in objectives, with the paradigm of profit maximization dominating the North and non-profit making objectives, like maintenance of winning streaks, being a more embraced approach in Europe. In the economy of sports, the objectives of team owners, and the controlling leagues is important, considering the monopolistic nature of the league enterprise. The issue of profit

Macro-environment challenges of Tesco Essay Example | Topics and Well Written Essays - 2000 words

Macro-environment challenges of Tesco - Essay Example Tesco launched the different programs to ensure customer satisfaction, and loyalty. During 2006/07, Tesco: launched their Fruit and Veg Pledge - they offered at least five fresh fruit and vegetable products at half price every week during the whole of the year; extended their range ofwhole foods to include an even wider choice of pulses, beans, dried fruit and nuts, breads, oils, cereal bars, breakfast cereals and cooking oils; posted nutritional signpost labelson 6,600 of their own-brand products, making it easier for customers to understand, and ispractical to use; made organic products more affordable, selling them alongside the standard ranges, on the same shelves, instead of in a separate section; increased a range of Value non-food products to make setting up home cheaper; halved the price of energy-efficient light bulbs making them even more cost-effective than traditional light bulbs over their life-span; offered a range of Healthy Living non-food fitness equipment such as skipping ropes, pedometers, exercise bikes and rowing machines to make keeping fit more affordable. Some of the details employed by Tesco on the aspect of effective communication with the customers: Tesco listens to people - It is the largest private sector employer in the UK with over 260,000 staff. The people make Tesco a success and their feedback is very valuable. Tesco listens to suppliers - it takes a partnership approach and believes that open and constructive relationships with suppliers are key to a strong and sustainable supply chain. Tesco listens to communities - Tesco aims to improve the way they consult local communities before building new stores so that they can be sure that they have understood local issues and concerns. (Tesco website) Scenario planning Tesco's... Tesco’s share data sometime showed that there was a sharp increase in the sales of flowers and wine for one week at the start of the summer.   An analysis of their Clubcard data showed that the majority of customers buying these items were families with school age children.   Parents were buying these products for their children to take to school and give to their teacher at the end of term.   With this conclusion, Tesco people were able to ensure that there was a plentiful supply of flowers and wine in their stores at the end of the school term.   Using external research, they found an opportunity to improve the range.   The research told them of a rapidly growing need for Polish & Eastern European products and their growing number of excellent Polish staff helped confirm their beliefs.   As a result of this, they appointed one of their Polish executives who began by listening to customers and held their first ever Polish ‘Customer Question Time’ (in the Polish language) to find out which kinds of products their customers would like to buy.   After talking to Polish customers, they finalized their product selection then sourced the products from a new supplier.Tesco has implemented the in-store TV network in its stores, which is known as the TESCO TV.   Various programs are shown like news and entertainment, as well as promotional information on both Tesco’s own products and suppliers’ branded products.   The suppliers pay to promote their products on TESCO TV as with any advertising medium.