Todays Supply Chain Assignment Example | Topics and Well Written Essays - 1250 words

Todays Supply Chain - Assignment Example Technology has to be incorporated too to ensure swift and real time communication between in the process. Traits of the best supply chains are characterized by sustained good performance, which can be measured by the rates of deliveries made to customers. Some of the traits include strategic supplier partnership, information sharing, customer relationship, internal lean practices, information quality and postponement. Strategic supplier partnership, involves a long standing relationship between the suppliers and the companies. This is usually designed to align the strategies of the suppliers with that of the company. Secondly, there should be appropriate customer relationship which determines the way in which companies manage the complaints of their customers and maintain a long term relationship. Furthermore there is need to develop a win-win relationship. At the same time, it is important to settle on the effects of a third customer logistic provider relationship on the companies green logistic performance. Thirdly, there is need to develop well defined information sharing between the employees and the customer should be shared with adequate determination on its effects. Information shared should be adequate, accurate, current credible and to ensure enhanced performance and increased relationship. In addition, the supply chain management should be inclusive of the extent to which there are waste elimination practices and creation of value with the chain supply. Lastly a good supply chain practice should determine the postponement endures so as to minimize on the losses. Once a company develops a risk management plan of a supply chain, then it is said to have a mature supply chain. In this case, companies have well assessed risks that can cause a disruption on the normal supply chain and work towards mitigating

Sample Of Childrens Imaginative Children And Young People Essay

Sample Of Childrens Imaginative Children And Young People Essay This paper will focus on an observation which demonstrates a childrens use of imagination and pretence. This sample of play displays evidence of Harry, Jenny, Katie and Lucys use of pretence, role play and symbolic play, of which the main focus of this commentary will be role play and symbolic play. Children are able to detach themselves from reality during pretend play and at the same time get closer to reality (Wood Attfield, 2005). They create roles, use symbols, and redefine objects, shared meanings, transferring real world knowledge skills and understanding from areas of their lives. In pretend fantasy play children become whatever they choose to be in this case mum, dad and child. According to Corsaro (2003) children often become roles that exist in society and through the childrens shared knowledge of the adult world they are able to transform themselves. Harry, Jenny, Katie and Lucy are able to transform themselves in to roles of parents and child due to the knowledge they have gained through their own experience (9, 12). These children are able to draw upon their existing knowledge of their parents behaviour and actions which Piaget (1962) would refer to as schema (building blocks of knowledge). According to Corsaro (2003) dramatic role-play assists childrens social and emotional development and he states that many have seen role play as an imitation of adults. Corsaro continues to expresses that children do not just imitate adults in their play they take on the power and control of an adult through imaginative play. This can then be used in the future when t hey will be in charge of themselves and others. Harry and Jenny display this when stepping into the role of parents they experiment and imagine what it feels like to have power as a parent. A very significant theme throughout this observation is symbolic play and is seen frequently firstly when the children use play dough to represent cakes (3, 5, 7, 13, 14,), a box to represent an oven (6, 12, 18, 19, 20, 21, 22, 23, 25) and later when Harry uses a building block as a telephone (30). According to Garvey (1990) objects operate and link the child with their environment and as a child matures their use of objects in pretence become more appropriate. Objects become more realistic and understandable to adults. Referring back to Garvey this is when play scenarios becomes more comprehensive. These children all transform objects to take new form to serve as a purpose to continue the play and it is very obvious to the adult eye what these objects represent when the play theme is known or observed. These children (with the exception of one who generally copied her peers) have learnt to make-believe and are using less realistic objects, they become more inventive and more imagina tive, skilled pretenders where they have transformed a cardboard box into an oven (Garvey, 1990). Harry speaks to an imaginary person on his imaginary telephone pausing allowing time for a response this was very realistic, he developed the theme of having to go to work after ending the telephone conversation. According to Garvey (1990) children use roles and identities not just to the participants but also to imaginary ones and objects are changed and invented as they are needed and in order to engaged in make believe. Singer Singer (2007) express that symbolic play enables children to have a clear sense of what is real and what is not real or fantasy. Jenny had the ability to switch between reality and pretence when using the phrase Lets pretend. Jenny initiates the play theme to Lucy and Katie. (1). It is obvious that Jenny has made cakes with her mother on many occasions (7) referring to Bruce (2011) Jenny is using her imagination in a play situation and rearranging past experience in new ways. It appears that Lucy seems to be confused by her suggestion by voicing her concerns how (2). Jenny demonstrates to Lucy what she wants her to do by cutting the play dough into moon shapes (5). Lucy is now able to visualise that the play dough will now change form and become cakes even though they are not actually real cakes. Vygotksy (1978: 86) states that when peers interact they can support less component peers in developing skills this is known as the Zone of Proximal Development (1978: 86). In this case Lucy is in the zone of proximal development and through peer support she can now successfully understand that the play dough is going to represent a cake. Jenny as a more knowledgeable peer in terms of being older has more experie nce, so she was able to support and instruct Lucy. They are in the play room they have no ingredients, no oven and no obvious cooking utensils. There were no realistic objects for Lucy to use to make cakes. Lucys maturity level is not as advanced as the others and she finds herself in new situations which contradict her existing schemas, the existing schema must be accommodated in order for the new information to fit, fantasy play can help children make sense and test these ideas through assimilation (Piaget, 1962 Kitson, 2005). Lucy being the youngest participant Fenson, Kearsley and Zelazo (1976 cited in Smith, 2010) state that younger children depend on more realistic objects during pretend play Lucy has not yet reached the stage they refer to as decontextualization where children have the ability to use less realistic substitute objects. This observation has highlighted the importance of pretend/fantasy play for children to be able to express themselves as well as enjoy this valuable time. Observations of this type of play provides valuable insights in to childrens social worlds, however within a pre-school setting this type of free play could be very difficult due to observe due to the amount of children within a pre-school class. In this type of small setting (in a child minders home) this task is easier to carry out and can provide important information about a childs likes/dislikes, what makes them happy/sad and possible anxieties they may have but most importantly where they are developmentally. Freud (1961 cited in Moyles, 2005) states that children display their inner selves through fantasy play. What I observed on this particular occasion was the children were left to their own devices without much supervision or interaction from their child minder. I can only assume this was due to my presence. The question is does adult intervention enhance childrens development? Hutt et al (1989) agree that adult interventions or participation is essential when attempting to improve cognitive development. Smith and Syddall (1978, cited in Hutt et al, 1989: 171) continue to suggest that daily adult interactions in childrens play particular pre-school children can change their performance on tests of cognitive ability. In the case of Lucy struggling to fit in to the play theme at the beginning due to a lack of understanding could have been an opportunity for her child minder to get involved with the play and support her through this (although Jenny did step in to help and the play continued) having an adult take part in these types of social-role play situations could according to Moyles H eathcote (1989, 1984, cited in Kitson, 2005) can stimulate and deepen a childs play experiences and adults can then create learning areas to suit a childs needs. Also referring to Tina Bruce (1997) children are able to benefit when directed than if left to ordinary development. To further support the idea that adult direction supports childrens development, Kitson (cited in Moyles 2005) states effective adult interventions can assist children create new forms of play themes, dilemmas and support children in extending their learning this can be done by not telling children what to do but offering them alternatives to explore. However Brostrom (1997) thinks that play should be free from force of an adult and this can stop child from playing. So rather than forcing play they should observe it more, create more stimulating activities to support it whilst providing materials to initiate more creative play to support childrens learning. Other things to consider are adults involving themselves more with childrens play without dominating the play but sensitively entering childrens worlds and respect the dynamics or the play themes. As the childrens play was ended suddenly Singer and Singer (2007) importantly state that children need time, space and simple materials to engage in pretend play Bib S.J, Hutt, Tyler, C. Hutt Christopherson (1989) Play, Exploration and Learning Smith, Peter, K (date) Children and Play: Understanding Childrens Worlds Bergen, D, (2002) The Role of Pretend Play in Childrens Cognitive Development Volume 4 Number 1 Moyles, J (2005) the excellence of Play 2nd ed chapter 8 Fantasy Play and the case for adult intervention by Neil Kitson Open uni press Berkshire Vygotsky, L. S. (1978).  Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Tina Bruce (2011) Learning through Play 2nd ed London Hodder Tina Bruce (1997) Helping young children to play

Bob dylan: a classic Essay -- essays research papers

Mr. Tambourine Man Chorus Hey, Mr. Tambourine Man, play a song for me I’m not sleepy and there is no place I’m going to Hey, Mr. Tambourine man, play a song for me I’m the jingle jangle morning I’ll come following you Though I know the evening’s empire has returned into sand Vanished from my hand Left me blindly here to stand but still not sleeping My weariness amazes me, I’m branded on my feet I have no one to meet And the ancient empty street’s too dead for dreaming >Chorus Take me on a trip on your magic swirling ship My senses have been stripped My hand’s can’t feel to grip My toes too numb to step Wait only for my bootheels to be wandering I’m ready to go anywhere, I’m ready for to fade Into my own parade Cast your dancing spell my way, I promise to go under it†¦. >Chorus Though you might hear laughing, spinning, swinging madly across the sun It’s not aimed at anyone It’s just escaping on the run And but for the sky there are no fences facing And if you hear vague traces of skipping reel rhyme To your tambourine in time It’s just a ragged clown behind I wouldn’t pat it any mind It’s just a shadow you’re seeing he’s chasing >Chorus Take me disappearing through the smoke rings of my mind Down the foggy ruins of time Far past the frozen leaves The haunted frightened trees Out to the windy beach Far from the twisted reach of crazy sorrow Yes to dance beneath the diamond sky with one hand waving free Silhouetted by the sea Circled by the circus sands With all memory...

Republican Foundations

This national bank would take the nation out of debt from the war. The bank would additionally provide loans for businessmen and to provide a place to deposit federal funds. He believed that the government should foster business and contribute to the growth of capitalistic enterprise. Hamilton additionally believed that the United States should have a protective tariff to aid manufactures. Jefferson on the other hand, opposed Hamilton's idea of creating a national bank. He additionally didn't believe that the United States should have a protective tariff to aid anufactures.He preferred a society with some industrial alternative to agriculture. Jefferson believed that all of the national debt should be paid off quickly because it will be harmful to society. Socially, Hamilton believed that the wealthy people should run the society. A variety of taxes, like the taxes on whiskey harmed the lower and middle class the most. However, Hamilton supported the upper class. Hamilton believed th at only the wealthy should be qualified to vote because they were smarter than the lower and middle classes.Merchants, bankers, manufactures, and wealthy farmers were considered Hamiltonians. Jefferson once more, opposed Hamilton's suggestions. Jefferson supported the lower and middle classes. He believed that the â€Å"common† people (lower and middle classes) were capable of running the government. He believed that the lower and middle classes were qualified to vote too. Artisans, shopkeepers, frontier settlers, and owners of small towns were considered Jeffersonian. Politically, Hamilton believed that the British aristocracy should be a model for theAmerican Government. He clearly believed in a strong central government. He wanted a broad interpretation of the constitution to strengthen the central government at the expenses of the state rights. Hamiltonians favored restrictions of speech and the press. They believed that America should closely associate itself with Britai n and break the bonds with France. Jefferson believed in a more democratic government compared to Britain's. He wanted to reduce the number of federal office holders and he favored freedom of the press and speech.Jefferson also had a broad interpretation of the constitution but many times, it was only to favor himself or the situation. He was suspicious of the central government because of probable tyrannical overpowering like England and wanted to increase state rights. Revolutionary War period of the United States. The opposing views point of the Hamilton and Thomas Jefferson. Economically, Hamilton believed in creating a national bank to pay off the nations debt, while Jefferson believed that the debt would be harmful to the society and should be paid off quickly.Socially, Hamilton believed the upper class should run things and only be able to vote, but Jefferson believed that the common people should be able to have a say in the government and also be able to vote. Politically, Hamilton believed that the government should be similar to Britain's government while Jefferson didn't believe in a strong central government, but a more democratic one. The opposing ideas of Hamilton and Jefferson is what has created variety of ideas to contribute to the improvements of the United States.

Memory of my childhood

I wanted that journey to go on forever. Well, at the beginning anyway. We had left Belgium in the morning, all of us reluctant to arrive at our ‘final destination', but the day progressed. The atmosphere in the car became tense, and the distance on the map didn't seem to change with the passing hours. The inhabitants of the car are completely oblivious to the outside world. My parents were thinking only of their petty arguments and minor discomforts. The landscape changed with the mood, as they began to descend into the routine that they would have taken up every hour or so from now on. The tar on the road sizzled; fantasies distort vision and reflect light into a glazed eye. They only thought of themselves. My little sister, Emma, said â€Å"It's my turn on the Game Boy.† â€Å"No, it's mine.† I said. â€Å"Just give it to Emma. She's youngest.† Mother said. â€Å"Where are we on the map now?† â€Å"I WANT IT NOW!† Emma said. â€Å"I don't know; look for yourself, Mother said, â€Å"Now give Emma the game boy Naz.† â€Å"Can't you all just be quiet? I'm trying to read.† I shouted angrily. â€Å"Don't you speak to me like that young lady† That was the reaction I got from both of my parents as I asked them to keep the noise down. We hadn't moved from this spot for 2 hours. And it was Emma's turn on the Game Boy. And I only wanted to play it to get on Emma's nerves. I could have told them that, but I would have just gotten the same unreasonable reaction, that because I was 10, I didn't have a clue about anything. The noise began to settle as we listened to our repetitive music and the toneless instructions of the navigator. Each of us was thinking about an incident vivid in our own mind, but forgotten by others. We only thought of our own importance, and the mark we left on others. We were self contained and self absorbed. We were heading for Cornwall. For all of us except my dad, it was for the first time in three years. It was understandable that they spent most of the long hours lecturing us on manners while we were caged in the car- we had to make a good impression. They were our family though. Should we really have to make an impression on them? Aren't they supposed to know us better than we even know ourselves? Sometimes things aren't what they are assumed to be though. They suspect the feeling of awkwardness that undercurrents their arrival. It will be smothered by joyfulness, present giving and drink. Concern for each other's appearance makes them interfering. Hills roll past, and the hateful sun is shining straight down onto the car holding them like packed vegetables. Slowly the car crawled down the stretch of motorway, which the sun was slowly melting. The car had been a shelter from the heat at the beginning of the journey, but then we could feel the effects of it. The angrier and more frustrated we got the warmer the car grew. As the batteries ran out, everyone's books were finished, and we still didn't look like we had moved all that much further we ignored each other and concentrated on ourselves. I was thirsty, my arms were itchy with sweat, my legs were cramped, and I still didn't see why I was the one that always had to read Emma a story, ever since Emma was 5 years old. â€Å"Why can't she read it herself?† I said furiously. â€Å"Because, I asked you to do it† My mother answered me angrily. â€Å"Then ask her.† â€Å"She cannot read. And now just do it.† â€Å"Fine, Whatever† So I went on to read ‘We're going on a Bear Hunt' with as much feeling as I would read a recipe. Slowly as we got closer and closer to Cornwall we forgot every reason we had for not wanting to get there. A huge proper Sunday roast, which would no doubt be on the table when we arrived, sounded like heaven. It was our cousin Alan's birthday, and the cake would be huge and covered in chocolate. We had had experiences of birthday cakes before in Cornwall. They were always worth the journey. We had a CD on in the car. It was Robbie Williams. We always listened to Robbie Williams and Van Morrison on long car journeys. Everything seems to merge together after a while though, just drowning out the sound of the car and each other. We were separated and isolated from each other as though in separate cages. We expected no communication. We gave none. We could only think ahead. By the time that there was only about an hour to go of this pain staking driving us were all looking forward to Cornwall like it was the ‘Promised Land'. Every accident was forgotten. We only remembered the food and drink we would be given, the early Christmas and late birthday presents. We were just coming up the drive of the house when the door opened and every single relative I remember, some that I didn't remember, and some that I didn't even know came swarming down the drive. Within minutes we were all crowded round a huge dining table, ready to begin. The accidents were forgotten. They had successfully implanted themselves in this household. They would not let it out of their grasp until they left exhausted and overfed, to return to their ordinary routine of work. Believe that we had had a holiday.