Creative Play Essay Example for Free

Creative Play Essay Creative development is provided within settings through role play, music, dance and messy activities. Creativity can stem to a range of other things to, such as problem solving, knowledge and understanding of the world, Personal social and emotional development and physical development. When creative activities are set out for children they can gain a great deal of satisfaction and it can increase the child’s confidence and self esteem. Children do not necessarily have an end product in mind but they may just want to explore and enjoy the creative materials they are using. Children are learning all the time and we as practitioners need to make learning fun and enjoyable. It is important that we provide enough opportunities for children to develop creatively we can do this by providing resources that they may not have access to at home and offering support in exploring these materials. As practitioners we are good observers and reflectors and should encourage children to reflect on their experiences to. From children’s reflections you can then look at where an activity should go next and how you can adapt that activity to support the individual child’s learning. Children can learn from as young as newborn. They begin to learn skills such as grasp, facial expression, textures, smells and sounds. The first sign of a child’s creativity begins with exploring sounds and listening to familiar voices around them. They may link these sounds to key people such as their parents, siblings, grandparents or carers. The process of a newborn is to become familiar with its surroundings and to sense a gain of belonging. They can gain this from bonding with its parents. As the child gets older they begin to learn new skills and have more opportunities in which they are able to explore. They become more inquisitive and like to have free flow of activities within the setting they are in and practitioners need to encourage them to explore the surroundings without taking charge of their play. For babies we offer opportunities for them to explore a wide range of materials and resources such as musical and light toys and natural ‘holistic’ objects such as brushes, wool, saucepans, utensils, wood, sponges and a range of different textured fabrics. Babies use the senses to acquire the skills of play they explore by using their hands and eyes. Children gradually learn to understand the properties of the objects that they played with – whether they are hard or soft, or big or small; whether the have a ight or a wrong way up; whether their shape changes or stays the same; whether they taste or smell good, and so on. Babies learn so much from exploratory play and we as practitioners provide them with a safe and secure place to do this. We let the children take risks which they may not be able to do at home such as having out blunt cutlery, pasta and other exciting and interesting objects in which they can play with and learn from. Children are more likely to l earn through play if you make it exciting for them and you help in supporting their play. When supporting children within their play you should aim to provide minimum intervention in children’s play activities while keeping them safe from harm. You should support rather than direct their play and help create a play environment that will stimulate their self directed play and provide maximum opportunities for them to experience a wide variety of activities. You can show support within children’s play by providing flexible planning and enable them to choose from a broad range of play opportunities both indoors and outdoors. You should support their play by giving the child a choice of whether or not they wish to be involved in the play activity. By giving the child plenty of space to play especially when they are taking part in physical and imaginative play and to provide challenging play opportunities to avoid boredom; risk taking is part of the enjoyment of play. Creative play allows children to express their feelings through art, music, role play, singing and story telling. It is important that as practitioners we introduce new concepts of play to children in order to expand on their existing knowledge. When supporting a child in creative play practitioners should not stress that they are to produce an end product, and that there is no competition to who produces the best piece of work as children develop at different levels and stages. Practitioners should support the fact that the child has had a learning experience whether they have just explored the resources and materials or they have reached the end product. All children should be praised for the efforts they have made and feel pride in what they have achieved and learnt and we should support children in not being disappointed in their efforts of creative play. Children’s creative development is broken down into 4 sections these are responding to experiences, expressing and communicating ideas, exploring media and materials, Creating music and dance and developing imagination and imaginative play. Children need the opportunity to explore and investigate and have a sound knowledge of where they want to go in life. Creativity can give your child a chance to experience and develop new skills and sharing their knowledge and skills with others It is a way in which children explore and develop an understanding of the world. Through creative play children develop social, material, and imaginary worlds and their relationships with them, they elaborate all the while a flexible range of responses to the challenges that they may encounter. Creativity plays a part in all the learning areas within the foundation stage for example; Personal, social and emotional development, creativity builds upon a child’s curiosity and encourages a positive approach to new experiences.

Acromegaly Essay Example for Free

Acromegaly Essay I. Introduction The human body contains various structures and organs that allow regulations and maintenance of homeostasis. Foundation is built through the framework of the skeletal system, motion is possible due to the muscular system humans have and other body systems that allow humans to perform daily actions. All of this anatomical structures are possible due to the two main controlling system found in the body; the nervous system and endocrine system. The nervous system can be considered as information processor of the human body, but for it to be more effective in transferring and processing information; it works in tandem with the endocrine system. The purpose of the endocrine system is to act in response to the information the nervous system has processed. The endocrine system is made up of glands that secrete hormones, chemicals that are secreted to the bloodstream to be spread in specific target organs in the body. Seven major glands are found in the body, in which each gland works to ensure that the body develops properly and be regulated to maintain homeostasis. However, certain conditions are inevitable in the human body and anything bad or harmful to the endocrine system can affect a human’s development and growth. II. Endocrine Disorder  The Disorder Each person is unique and grows differently from each other. Various aspects can be considered when considering diversity. These aspects can be factors of the development of the human body itself. Some may be hereditary, inborn and some can be a result of exposure to unhealthy surrounding. A person grows, but there are cases where growing exceeds the normal rate and reaches to extreme compare to other people. This occurrence is called acromegaly, in which the secretion of growth hormone (GH) in the pituitary gland exceeds its normal production even after the growth plates in the body has closed already. Thus, making structures and bones that are still responsive to growth hormone particularly in the hands, feet and face to overgrow (Marieb, 2010). Acquiring the Disorder Acromegaly is a disorder of hyper secretion of growth hormone, in which the chances of getting it is very rare and can vary through the development of the human body. This condition is due to abnormal production of growth hormone that functions to determine body size, affecting tissues in the body. From muscle growth, short, facial bones to the long bones of the body, growth hormone acts as a metabolic hormone that affects human size and shape in an extensive period of time. It is very comparable to a person with gigantism disorder, only difference is that in acromegaly there is a continuous growth of different structures in the body even though the growth plates have closes. The chance of getting this disorder is low, estimated 40 to 60 out of a million people yet it is hard to identify early on (Abbassioun, 2006). One person can develop and acquire the disorder and not be able to notice it right away. Gender and Age Preference of the Disorder The fact that acromegaly is a disorder in the endocrine system, there is an equal chance of male and female acquiring it, unlike if it was a disorder in the reproductive system. Both sex has a percentage of 55 to 59 patients in a million on acquiring the disease (Parkinson, 2003). It seems very few but many of the people that have the disorder tend to disregard or notice it. There is a possibility that the disorder will take years before a patient will notice the major changes of appearance in the body. Even though some may notice it, there are high chances that the person that has it will not look for medical help for treating the disorder. In terms of age bracket, in children when there is an overgrowth it is often termed as gigantism. However, when it exceeds beyond the child age limit, on adults to be exact, it is highly considered as acromegaly. Geographical Preference of the Disorder Acromegaly is a rare disorder in the endocrine system with certain treatments and therapy to reduce the chances of the disorder from getting worse. Worldwide, acromegaly is equally distributed, however, the number of cases left untreated is often found in many developing countries. With the inability to pay for treatments and therapy and the lack of professional skill, most cases of acromegaly in developing countries are not cured. Fatality of the Disorder The increase of size and mass of bones, muscles and many tissues in the body as a result of acromegaly tends to disrupt the normal functions of many organs. For instance, the enlargement of the bones can overgrow faster than tissues and structures around it. In some cases, it can cause cardiovascular disease and respiratory disease due to the enlargement of bones and muscles that inhibits both cardiovascular and respiratory system to function normally. Bones can also get brittle and fragile and even result in more chronic disease such as osteoporosis. Treatment of the Disorder There are numerous treatments on the condition of acromegaly. Certain therapies and treatments worldwide are known to be effective. Out of a hundred patients with acromegaly, 60 of those patients can be cured through surgery (Stewart, 2000). In particular, the reductions of growth hormone levels are the most effective treatment known today for cases of acromegaly. If things comes to worse, the removal of a tumor in the anterior pituitary is the most practical thing to do to take out excessive amount of growth hormone. However, treatment of acromegaly cannot change back what the disorder have already done to the human body such as bone deformities (Bolanowski, 2006). III. Topic Hormone  Growth hormone or somatotropin is the hormone involved in the disorder of acromegaly. Produced by somatotrophs in the anterior pituitary gland, it functions as a metabolic hormone and determinant of body size. Growth hormones functions mainly on growth effects but it also has other aiding purpose in different parts of the body such as mobilization of fats, blood level increase, glycogen breakdown and more. The chemical nature of this hormone is protein based, hence the name somatotropin. It is originally made in the hypothalamus where it is secreted, then passes through the anterior pituitary gland before it enters the bloodstream. It is regulated through negative feedback, inhibiting the release of growth hormones when the amount in the bloodstream is high already. In terms of target tissues, it is very general, pretty much all the bone structure and most of the muscular system is affected by the growth hormone. It also has a very short half-life, ranging from twenty to thirty minutes. Typically, growth hormones are secreted the most during sleep; however, it decreases with age. Growth hormones cannot be naturally conjugated due to its own ability to inhibit its release when it is too much in the body already. IV. Mechanism of Action  Normal Effect of Growth Hormone The release of growth hormone in the body is due to two hormones that has antagonistic effects found in the hypothalamus. Growth hormone-releasing hormone or GHRH activates growth hormone release when it is needed to synthesize protein and does its growth promoting functions in the body. Inhibition of its secretion is due to the release of growth hormone-inhibiting hormone or GHIH (Marieb, 2010). GHIH is triggered by increase on levels of growth hormone in the bloodstream. There are two ways growth hormone can be classified in terms of when it is activated. First is indirect action, where it functions as a growth promoter. Second is direct actions such as metabolism and anti- insulin. Effect of Growth Hormone to Person with Acromegaly Hypersecretion of growth hormone is the major cause of acromegaly, Over secretion of growth hormone in children can be considered as gigantism, however, in adults, which age bracket shouldn’t grow bigger than before, an occurrence of over secretion of growth hormone is considered acromegaly. With gigantism body grows at a proportion, to say the least. In the disorder of acromegaly, a body part grows while certain structures everywhere else in the body doesn’t, which result in oversized parts of the body such as the hand or face. The main receptors of growth hormone on its indirect actions are skeletal and muscular.

Impact of Cushioned and Ball Chair on Classroom Behaviour

Impact of Cushioned and Ball Chair on Classroom Behaviour The Impact of Air Sit Cushioned and Ball Chair on Classroom Behavior of Students with Autism Spectrum Disorder (ASD) Nader Matin Sadr1, Hojjat Allah Haghgoo2, Sayyed Ali Samadi3, Mehdi Rassafiani2, Enayat Allah Bakhshi 2 1. Ph.D Candidate of Occupational therapy 2. PhD 3. Ph.D University of Ulster Introduction: Increasing number of children with autism spectrum disorder is 1 case per 110 Students is a great challenge for education system (1). Difficulty in engagement in class tasks, low attention span, and inappropriate behaviors are common in these students, which interfere with student’s ability to participate in the educational mainstream (2). One reason that children with ASD have limited success in educational improvement with some intervention strategies is that these strategies do not address the sensory issues that may underlie the disruptive behavior (Ayres, 1972; Dunn, 2000). In an extensive research on 200 children with autism, %95 had difficulties in sensory modulation. Physiological need for proper sensory stimulation leads to spending most of student time on stereotype and repetitive movements to adjust their sensory system. Therefore, their attention would not be concentrated on learning and assignments in class. Greenspan and Wieder argued that the decrease in sensory processing may resulted in social isolation and inattention to class tasks (2).Viola and Noddings stated that children with low sensory sensibility require additional sensory stimulation to accomplish the tasks which require attention and concentration (3). Therefore, one of the prominent approaches to address the behavioral problems in these chi ldren is sensory integration approach. Sensory integration approach includes integration of three essential sensory systems: the proprioceptive, the vestibular, and the tactile systems. These systems, regulate the awareness of the body in space, joint and limbs positions, control sensations of gravity and movement, and perceives the sense of touch (4). Sensory Integration theory is focused on these special key sensory systems which are useful in person’s interpretation and application of sensory information. Proper sensory integration is a gate to successful educational learning through successful application of sensory and perceptual systems which would lead to forming vital skills for doing on task behaviors (4). Occupational therapists who work in school often use sensory techniques to increase students’ levels of attending, on-task behavior, and performance in the classroom. Many clinicians perceive these approaches to be successful in promoting functional classroom behavior. According to previous findin gs, 99% of occupational therapists use sensory integration techniques (5). Smith and Miller had been in contact with 292 occupational therapists in 1992 and found that Sensory Integration based-therapy was the most common applied technique among all of them (6). The effects of proper sensory integration, improve students ability to educational achievements and success by goal directed use of sensory and perceptual systems. This method can lead to success in learning (Gilman). Furthermore, formal research conducted on sensory-based interventions has supported this belief (Schilling, 2004; Schilling Schwartz, 2004; Schilling, Washington, Billingsley, Deitz, 2003). Hemmingsson and Borel in their investigations emphasized on lack of environmental modification in the classroom that directly refers to the limitation of student’s engagement. So, lack of proper changes in environment can lead to restriction in learning. Furthermore, previous emphasis in pediatric occupational therapy has been on modifying the individual’s behavior with less emphasis placed on changing the environment, but focus is now shifting to ergonomic and sensory modifications to promote academic success (Asher, 2010). Various sensory-based strategies, including the use of alternative seating devices, have been examined by researchers and in many cases have been found to promote functional classroom behavior (Fertel-Daly, Bedell, Hinojosa, 2001; Schilling et al., 2003; Schilling Schwartz, 2004; Zissermann, 1992). Two of these functional methods are the using of balls and air cushions rather than common chairs. The use of therapeutic balls have been lead to marke d improvements in the in-seat behavior and legible word production, in school age children with attention deficit hyperactivity disorder (ADHD; Schilling, 2004; Schilling et al., 2003) and to increase in engagement and in-seat behavior of preschoolers with ASD (Schilling Schwartz, 2004) (7). Clinicians have been using dynamic seating systems such as the Disc ‘O’ Sit cushion for many years to assist students to increase their attention span. While clinical evidence that these systems can lead to desired results, but very little research has been completed and published to support their use. Sitting on a ball allows the child to pay more attention to activities while receiving stimulation in a passive form, rather than seeking stimulation from disruptive activities. Gamache-Hulsmans (2007) stated that students said they feel better when sitting on ball chairs. Students also felt more comfortable and said their backs did not hurt when sitting. The ball chairs are soft compared to regular classroom seats and are more fun to sit on (3). To what extent, dynamic seating chairs will effect on attention to on task behaviors and in-seat behavior? Therefore, in this research, the effects of sitting on ball and air cushion were investigated. With regards to thousands of special students with difficulty in sitting and classroom performance, these devices may be optional selection for solving the mentioned class behavior problems. Materials and Method Research Design: A single subject multiple treatments withdrawal design A-B-A-C was used to investigate the effects of 3 seating options including common chairs, therapy balls, air cushions on the in-seat, on class task behavior, communication and social behavior of four students with ASD. During the 2 A phases students were sitting on common chairs, in B phase on air cushions, and during C phase they were sitting on therapeutic balls. Participants: This investigation performed in an especial school for ASD students. A convenience sample including four participants was recruited from the Preschool students in autism elementary school in Mashhad, Iran. Participants were diagnosed as ASD by specialists and taking their own medications regularly throughout the study. According to teachers’ report, all children were identified as having difficulty with in-seat behavior and on task behavior. Procedures: Informed consents were obtained prior to experiment and contents were comprehended and signed by students’ legal representative. Data collection: Gilliam Autism Rating Scale-Second Edition (GARS II) and Vineland testes were given and were used to examine social and communication skills of students in the first and final of research for all students of class. To assess the students’ class behavior, staff was instructed to give no additional feedback on students sitting behavior either positive or negative throughout the duration of the study. But, if a student exhibited behavior that could be potentially harmful to him, peers, or the staff must have been prevented by staff. To remove any novelty effects, students were introduced with stability balls and air cushion instead of their chairs for 2 full days, before baseline data collection. Video recording: Setting camera recorders in class, Students’ behaviors during class task (sitting period and attention performance related to class tasks) were recorded all the day-time. Students’ behaviors were quantified three times per week, one day after another, with an overall of 12 sessions. Two occupational therapists were trained as observer of videos. In-seat data were collected via momentary real time sampling (MTS); the observers coded the student’s behavior on the basis of several behavioral classifications. The mean score across raters was used to calculate weekly on-task and in seat behavior. Videos were regularly checked throughout the study to determine inter and intra rater reliability agreement. Observers individually, watched videos every 10-s intervals, stopped it and marked the observation on each child’s designated worksheet, thus resulting in 60 observations per session per participant. This MTS interval would serve to make the obs ervations more valid and representative of the child’s behavior throughout the baseline and interventions periods. Additionally, GARS II and Vineland testes were given and were used to examine social and communication skills of students in the first and final phases of research for all students of class. Students’ class behaviors during two intervention phases (each 1 week) were compared with class behavior during baseline and withdrawal phases (each one week). Teacher Social Validity Scale: Social validity questionnaire was used at the end of the study to evaluate teacher opinion regarding the intervention. The questionnaire consisted of 8 questions and assessed effects of intervention on sitting and activity participation as well as the extent of preference of stability balls or air cushion instead of chairs. Questions were answered on a 5-point Likert scale that ranged from strongly disagree (1) to strongly agree (5). On-Task Behavior:† Engagement was defined as â€Å"oriented towards appropriate classroom activity or teacher and either interacting with materials, responding to the speaker or looking at the speaker† (Schilling Schwartz, 2004, p. 427). This definition included reading, and writing as well. In-Seat Behavior: Data on in-seat behavior was defined according to Schilling and Schwartz (2004) and quantified during video review. â€Å"Any portion of the child’s buttocks in contact with the seat portion of the chair† (Schillling Schwartz, 2004, p. 427) and â€Å"the four legs of the chair in contact with the floor† (p. 427). For the intervention phase (B), any portion of the participant’s buttocks in contact with the air cushion, air cushion in contact with the chair and the four legs of the chair in contact with the floor. For the intervention phase (C), in-seat behavior was defined as â€Å"any portion of the participant’s buttocks in contact with the ball, the ball in contact with the floor, and at least one foot in contact with the floor† (Schilling Schwartz, 2004, p. 427). GARS-2: The GARS is a screening instrument used for the assessment of individuals’ ages 3–22 years old who exhibit behavioral characteristics that may be indicative of autism. This is a standardized instrument, which consists of 42 items divided into three subscales that describe specific, observable and measurable behaviors. The items included in this instrument are based on the definition of autism adopted by the Autism Society of America (2003) and on the diagnostic criteria for autistic disorder published in DSM-IV-TR. Vineland Materials: Therapy balls: The selected therapy balls to be used in classroom use, had 55-cm-diameter (n Sit ball by †¦) with five little feet to prevent it from moving or rolling when used as a sitting ball. Therapy balls were individually fitted with air pressure into the ball (at different degrees of inflation) that confirm the student could sit comfortably with his feet flat on the floor with knees and hips flexed at 90 degrees. Air cushion: The Disc ‘O’ Sit cushion is a round and widely available. The Disc ‘O’ Sit, are instability cushions, strong enough to sit. It is designed to fit on a classroom chair and provide movement while seated (7). Chair: A general wooden with iron frame classroom chair without armrests (height, 72 cm; depth, 34 cm; width, 39 cm; seat height, 36 cm). 1. Participant 1, speak with himself slowly and repeatedly with low attention and cannot tolerate sitting on chair. Participant 2 an 8-yr-old boy, he has low level endurance for performing occupation and sitting. He was hyperactive. Participant 3 an 8-yr-old boy, he has visual perceptual problem with low attention and endurance. Participant 4 a 11-yr-old boy, auditory problem, he likes, Results: During Phase A1 the number of times Hossin was on seat ranged from 11 to 18 (mean [M] = 14). During Phase B, the range was 30–36 (M = 34). During Phase A2, (chair) 15-38 (M = 23). During Phase C, (ball) the range was 2-10 (M = 6). The number of on seat for Hossin shows increase on air cushion and decrease in sitting on ball. During Phase A1 the number of times Hossin was on task ranged from 23 to 32 (mean [M] = 27.5). During Phase B, the range was 42-56 (M = 50). During Phase A2, (chair) 33-44 (M = 39). During Phase C, (ball) the range was 47-51 (M = 48). The number of on seat for Hossin shows increase on air cushion and decrease in sitting on ball. Each child’s data are presented in separate graphs in Figure (A) Total number of times that Hossin was on seat each phases. (B) Total number of times that Hassan was on seat and engaged each session. (C) Total number of times that Parsa was on seat and engaged each session. (D) Total number of times that Amir was on seat and engaged each session. Films was regularly checked throughout the study for determining inter and intra rater reliability agreement. Final inter rater agreement percentages ranged from 93% to 100% for in-seat behavior and from 80% to 90% for on-task behavior. They had a mean age of 8.75  ± 1.9 years, mean height 132.5  ± 9 cm, and mean weight 29.25  ± 8.5 kg. Each child demonstrated a unique response to the use of the therapy ball chair and air cushion. Discussion: Conclusions: This investigation suggests that dynamic seating in the classroom, increases in-seat behavior on task behavior for children with ASD. However no one type of seating was found appropriate for all children with ASD. For some forms of classroom behavior, the use of dynamic seating appears proactive, serving  as a positive behavior support strategy to assist in creating an opportunity for learning. References 1.Koegel L, Matos-Fredeen R, Lang R, Koegel R. Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice. 2011. 2.Schilling DL, Schwartz IS. Alternative seating for young children with autism spectrum disorder: Effects on classroom behavior. Journal of autism and developmental disorders. 2004;34(4):423-32. 3.Horgen KM, Kathryn M. Utilization of an Exercise Ball in the Classroom: Its Effect on Off-task Behavior of a Student with ADHD [thesis]: University of Wisconsin; 2009. 4.Wu W-L, Wang C-C, Chen C-h, Lai C-L. Influence of Therapy Ball Seats on Attentional Ability in Children with Attention Deficit/Hyperactivity Disorder. 2011. 5.Tunstall H.R. Effects of Alternative Seating on the Academic Engagement of Children With Autism 2010. 6.Lang R, O’Reilly M, Healy O, Rispoli M, Lydon H, Streusand W, et al. Sensory integration therapy for autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders. 2012;6(3):1004-18. 7.Schilling DL. Alternative seating devices for children with ADHD: Effects on classroom behavior. Pediatric Physical Therapy. 2006;18(1):81.

Breast Implants Essay -- essays research papers

Breast Implants One of the first uses of silicone in a medical implant came in the form of lifesaving tubes implanted into young children to funnel excess fluid from the brain into the chest cavity, where the fluid could be safely metabolized and excreted. Since these "shunts" were first used, in the late 1950s, silicone in various forms has come to be an important part of many implants. "It is used in tracheotomy tubes, in artificial lenses for the eye, in artificial heart valves and in facial implants for birth defects or re-constructive surgery after cancer" (Ames 1). The most widely used implementation of silicone is through breast re- constructive surgery through elective surgery of an individual, or re- constructive surgery to replace breasts due to women recovering from mastectomies from breast cancer or miscellaneous types of accidents. The early history and use of implants showed no ill effects of the use of paraffin or silicone. Because of this newly developed surgical process and relatively little use of FDA guidelines there was no comprehensive testing done to ensure the utmost safety of a silicone recipient. By this time the millions of women throughout the world who already had Dow's silicone prosthesis implanted into their breasts had no idea of the dramatic health risks. Because of these potential health risks, women should avoid the use of breast implants. In 1976, Congress gave the FDA authority to regulate breast implants. By this time breast implants had been in use for a significant amount of time and were considered "grandfathered." This means that they were allowed to remain on the market, even though they have not gone through stringent testing. The FDA felt there was no evidence to substantiate that the implants were harmful. Furthermore Congress also gave the FDA the power to go back and require manufactures to provide proof that the implants were indeed safe and effective, if it was felt that there was a reason to do so. (Bruning 7) "In 1977, Richard Mithoff, a Houston attorney, wins the first lawsuit for a Cleveland woman who claims that her ruptured impla... ...'s internal memo's, thousands of these memo's revealed lack of long term testing, complaints from doctors, and leakage of silicone from the implants. The most outrageous incident discovered was complaints from surgeons of implants rupturing in the operating room, as they tried to install them into women's breasts (Byrne 98). Pathology reports indicate considerable silicone reaction to the extruded material can cause severe foreign body reaction in susceptible individuals. A letter written to Dow Corning from Charles A. Vinnick a predominant cosmetic surgeon in California wrote: " I am loathe to publish my series of cases as I feel that it may open Pandora's box. I do feel, however, that rapid dissemination of this information is very necessary to protect your comapny and my colleagues" (Bryne 98). Vinnick complained to Dow about an incident when he removed a pair of silicone implants, the gel in a ruptured implant was terribly runny while the gel inside the other implant was of ideal cohesion. This difference led him and some others to believe that when silicone gel came into contact with tissue fluids and fat the gel's consistency changed.

Music in Jane Austens Persuasion Essays -- Austen Persuasion Essays

Music in Jane Austen's Persuasion      Ã‚  Ã‚   In Persuasion Jane Austen tells the story of Anne, a young woman who suffers terrible losses yet does not let these losses embitter her.   But the death of her mother during Anne's youth and the loss of her true love in her early adulthood certainly leave their mark on Anne.  Ã‚   She survives with great strength of character, yet she withdraws from life.   But Anne does not withdraw alone; she takes her music with her.   Music has been called the language of the heart.   It has an enduring quality, and it can cross barriers and build bridges.   Music moves us.   Words, too, can cross barriers, build bridges, and touch our hearts; and like beautiful music, a good story is timeless.   In Persuasion, Austen uses music to define Anne's character, to show her connectedness to people or her lack of it, and to show her gradual reawakening to life and to love.    Anne's great depth of character is illustrated by her appreciation of books and music, two things that give her deep and lasting pleasure.   When confronted by Mary for being tardy in coming to her, Anne mentions that she had "a great many things" (41) to do in getting ready to leave Kellynch Hall.   Most of her preparations are for her father and Elizabeth, but when talking about preparing her own possessions to be moved, the only items she mentions specifically are her "books and music" (41).   Anne's regard for books and music is also seen as Anne compares herself to the Miss Musgroves.   The Miss Musgroves use music, but for purposes other than the purely artistic appreciation of it.   They have a "grand piano forte and a harp," but their time is not invested in playing them, but in arranging the piano and harp, along with "flower stands ... ...e pattern.   Anne, like Cinderella, is a young woman who is mistreated by her own family and who has lost her only true love because of their interference.   Yet, like a fairytale heroine, Anne triumphs over adversity and is reunited with her Prince Charming.   Austen uses the timelessness of music to develop this story. She weaves together two parallel interactions, Anne's relationship with Captain Wentworth and Anne's relationship with music, just as a musician weaves together the melody and harmony in a song.   Each of these relationships enriches and mirrors the other; they are "instrumental to the connexion" (235).   Tales of romance are tales of the heart, and Austen desires to stir our hearts.   What better way to communicate Anne's story than with music, the language of the heart.        Work Cited Austen, Jane.   Persuasion. 1818. Oxford: Oxford UP, 1990.

Cider House Rules Essay -- essays research papers

The Cider House Rules" is a movie based on John Irving's best selling book. It is a very wonderful, touching, and real 1943 ¡Ã‚ ¦s life story. The story centered on an orphanage child named Homer and a sick doctor, Dr Larch who will have an emotional bond with Homer. I watched the movie before, and my first impression on this movie, I think it is a very good, and relax movie, where you can watch it with your family, although some of the scene may be offended for children. The Cider House Rules, begins in the 1920s in St. Cloud's orphanage in Maine where Homer Wells is born and spends most of his teenage years. Three times he is adopted by good families, but later returned to the orphanage. Dr. Larch, who is in charge there, would just as well have him stay, for he later becomes a good assistant to the doctor in performing abortions and delivering babies. Wally Worthington, whose wealthy parents are in the apple and cider business gets to know Homer when Wally, takes his girlfriend Candy to the St. Cloud's orphanage for an abortion. These three become close friends and Homer accompanies them back to their hometown where he spends the next six months. It's a new life for Homer, and he realizes that his years at the orphanage are just the past and it is time for him to move on. Wally, who became a captain in the Air Force during WW II, crashes his bomber in Burma, and his both of his legs are paralyzed. Candy, who is not good of being left alone, had an affair with Homer, fe...

Jollibee Case Study Essay

1. Introduction Anil K. Gupta and Vijay Govindarajan argue in their article, â€Å"Knowledge flows and the structure of control within multinational corporations†, that mainly all previous research on strategic control within multinational companies (MNCs) has paid attention to why these choose to go abroad. They instead argue that for successful offshore business, one must understand how communication flows within the different sub-units of the organization. As Jollibee Foods Corporation considers whether they should establish a fourth store in Hong Kong, it faces several challenges. One of the main challenges regards knowledge transfer between its Filipino facilities and the newly established ones abroad. It is therefore relevant to look at the following research question: What consequences does the current â€Å"strategic control over its subsidiaries† have on the knowledge transfer between the Jollibee headquarters on the Philippines and the offshore Jollibee Food plants in Hong Kong? In answering the research question, we will start by explaining the framework of Gupta & Govindarajan’s (1991) on different kinds of subsidiaries, with attention paid to knowledge transfer and their related control instruments. Further we will examine what kind of challenges Jollibee Foods Corporation is facing with its expansion to Hong Kong. Finally, the above analysis will provide us with information about the existing opportunities on the Chinese market and will enable us to suggest a reconstruction of the offshore business in Hong Kong to make it more successful. Jollibee meets several tasks in their offshoring project, but due to space limitation there will in this paper only be focus on two selected challenges, the challenges of adjusting to Chinese taste and their management structure. 2. Jollibee Foods Construction and its strategic control over its subsidiary in Hong-Kong Gupta and Govindarajan (1991) proposed that there exists a certain association between different types of subsidiary units and the strategic corporate control of that subsidiary. They defined four ideal types as; Implementor, Global innovator, Integrated Player and Local Innovator, based on the amount of knowledge that flows and the direction of this knowledge, between the subsidiary and the rest of the MNC. Upon Tingzon ´s arrival the main strategy of the offshore business has been â€Å"flag planting†. Flag planting aims at establishing a presence in each market before competitors, and so, emphasizing at implementing customer expectation, influencing taste and building brand (case p. 11). The initial plan in Hong Kong has been to become one of the major players in the market fast. The previous international strategy meant that the subsidiaries in Hong Kong functioned as implementors. An implementor is characterized by a high degree of knowledge inflow from the headquarters but with a low degree of knowledge outflow; hence mainly applying the strategy used in the parent company without any local adaption (Gupta and Govindarajan 1991). Functioning as an implementor has meant that the established Hong Kong stores have not been engaged in any knowledge creation, but simply followed instructions from the Filipino headquarters. Furthermore one can argue that Jollibee’s approach to Hong Kong has been to primarily implement the already existing practices from the Philippines. For example, the menu offered in Hong Kong is almost the same as the Filipino one, knowledge of what to sell has simply been brought in from headquarter (case page. 12) Further evidence arguing for that the Hong Kong subsidiary has been operating like an implementor can be seen in the management transfer of the CEO’s brother-in-law, from the parent company to the Hong Kong subsidiary (case page 12). In addition, the store-level managers were all Filipino while little crew were Chinese and staffing problems consequently grew. To solve the problem the Manila based Franchise Service Manager worked continuously with Hong Kong for more than six months, without success. In 1997 a dispute over discipline between the four Chinese Managers, and the five Filipino Managers, resulted in the Chinese Managers leaving Jollibee with only Filipino crew left (page 12). This points towards the subsidiaries in Hong Kong adapting the characteristic of an implementor, e.g. pure inflow of knowledge from the parent company and little outflow of knowledge from the Hong Kong subsidiary. Furthermore is the overall â€Å"flag planting† strategy of Jollibee very i ndicative of the skewed power balance between Jollibee and its subsidiaries. 3. Organizational Challenges Jollibee experienced the internal challenges of organizational culture clash between its implemented Filipino workers and the Chinese staff. Furthermore the implementation of the international menu was not as successful as expected (case p. 13). The strategy of focusing on Filipino expatriates in new markets, might has helped Jollibee’s entry to the Hong-Kong market, since they already had a distinguished costumer group of Filipinos. But as Tingzon asks in the case â€Å"might we risk boxing ourselves into a Filipino niche that prevents us from growing enough to support operations in each country?† (case p. 11). We found that the expatriate-led strategy have prevented further expansion of the company on the Hong Kong market. This is due to the local knowledge that resides in Chinese workers and managers are not exploited when only employing Filipino managers. As stated above, in the early entry into the Hong Kong market, Jollibee did also employ Chinese managers but due to their sole implementation of inflows from headquarters, clashes arose between the Chinese and the Filipino managers. Furthermore one major challenge to successfully establish a fourth store and gain more market share is to adapt the prevailing menu to the Chinese taste. The main challenge for Jollibee now is how to realize, and best use, the knowledge that resides in Chinese workers. 4. Altering the Strategy for the Hong Kong Subsidiary From the above section we can conclude that there exists several challenges of how the subsidiary in Hong Kong has previously been structured, for example has one of the sub-franchisees tried to suggest changes to the menu. To be able to attract more local costumers he proposed low fat chicken and Chinese tea, as he sensed a demand for these products among the Chinese people (case p. 12). He has tried to implement these changes for several of months but has not yet received a go-ahead from the headquarters. This indicates that Jollibee mainly sees its subsidiaries as implementors, without any outflow of local knowledge to the other subsidiaries. But for Jollibee to succeed in opening a fourth store and increase its market share on the Hong Kong market, reconstruction and adaption to the local market is crucial. The top management saw a high profit potential in Hong Kong, and therefore urged Tingzon to open the fourth store. But as the profit potential is high, the competition in Hong Kong for similar food companies, such as McDonalds, is also very intense. Jollibee Food Construction does not have the competitive advantage of a first mover and is not alone on the market. For example has their main competitor, McDonald’s, both stronger brand recognition in the Hong Kong market and they are stronger financially. Hence Jollibee has to take on a different subsidiary strategy than the â€Å"implementor†, in order to success (Hymer p. 61). With this in mind the strategy of the Hong Kong sub-division can become a successful sub-division if it adapts the characteristics of a local innovator instead of trying to be an implementor, with both low inflow and outflow of knowledge. One main challenge for Jollibee is to attract more local employees and as Gupta and Govindarajan’s proposition 3 states; under norms and administrative rationality will the composition of the top-management for the specific subsidiary consist of mainly locals if the division acts as a local innovator (Gupta and Govindarajan 1991). As an implementor has the possibility for autonomous initiative been low while it as a local innovator exists space to adapt to the local environment, e.g. for Jollibee to take on a more Chinese menu. 5. Conclusion In conclusion, as Jollibee decide whether or not to establish one more store in Hong Kong, they have to look over their strategic control over its subsidiaries. As examined above, the company has mainly viewed their subsidiaries as implementors. We found this international strategy insufficient, and that it hindered them to fully exploit the market potential in Hong Kong. The prevailing challenges for Jollibee now is how to realize and best use the knowledge that resides in Chinese workers. Due to limitations of the paper, it is only a fraction of possible explanations that have been highlighted and these revolve primarily around the importance of increasing the local engagement in the Hong Kong subsidiary, and increase the local innovation towards more local taste. Hence we argue for Jollibee’s subsidiaries in Hong Kong to adapt towards a local innovator role. 6. Bibliography Case: Bartlett, C. A. (2001). Jollibee Foods Corporation (A): International Expansion. Harvard Business School Gupta, A.K.,Govindarajan, V. (1991). Knowledge flows and the structure of control within multinational corporations. Academy of Management, Review 16(4) 768-792 Gupta, A.K., Govindarajan, V. (2000). Knowledge flows within multinational corporations. Strategic Management Journal 21, pp. 473-496. letto-Gilles, G. 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