Early Childhood Educator Essay Example for Free

Early Childhood Educator Essay The inspiration for the Reggio Emilia approach came from Reggio Emilia, Italy. In Italy, all the preschools are centered on this approach. It is a city run program for children from birth to the age of six (Cyert Center, 2004). The philosophy is that, â€Å"children’s interactions and relationships with other children and adults are a vital component of their learning† (Schiller, 1995). Reggio Emilia schools in the United States, Italy, and other countries around the world differ greatly from standard preschools here in the United States. Some of the key differences and components of the Reggio Emilia program is its role in the community, attention to the environment, and its emergent curriculum which functions as a part of the teachers and the children. Role of the Community The community is a big part of the Reggio Emilia schools. There are regularly scheduled meetings for parents to take part in. These meetings are scheduled in the evening so that working parents are able to attend. The parents and teachers discuss issues regarding school policies, child development concerns, and curriculum planning and evaluations (Wikipedia, 2007). The parents are involved in the whole process of the education of their children. Teachers send home journals of children’s thoughts and ideas expressed in class. This kind of cooperation among teachers and parents make learning on the children’s part much easier and complete. Attention to the Environment According to Lilian G. Katz, â€Å"The physical environment of a preschool center is considered a ‘teacher’ in and of itself! † (Katz, 1990). This holds true in a Reggio Emilia school. The environment is considered the â€Å"third† teacher to the students attending this kind of program. The building itself and classrooms are filled with indoor plants, vines, and lots of natural light. Natural light enters the classrooms through wall-sized windows letting the children connect with the outside world. All of the classrooms have a door to the outside and open to a center piazza. Each classroom flows well with each other and the surrounding community. The lunch rooms, courtyards and bathrooms are designed in a way to encourage community among all the students (Wikipedia, 2007). Incorporated into each school is a common space available to all children in the school that includes dramatic play and work tables (Cyert Center, 2004). Each classroom is connected with a phone, passageway or a window. The classrooms are equipped with art centers called atelier (Gandini, 1993). In the atelier are easels, watercolors, crayons, markers, paper, and any art materials children need to be creative. Another part of the classroom has books about artists and a place where children can read comfortably (Schiller, 1995). Displayed around the classroom, among all the photographs of the children and carefully placed mirrors in the school, are works completed by the children with transcriptions of their discussions about the work. The physical environment of a preschool center is considered a ‘teacher’ in and of itself! † (Katz, 1990). Emergent Curriculum There is no time schedule where at some part of the day the students are learning about science, then language arts, and then math. The kind of schedule the students follow is that there is a group meeting when the students arrive in the morning. Then there is a work period, play period, lunch time, play time, nap time, and then another work period or play period (Hertzog, 2001). For their work period, there is no set curriculum that the teachers must follow. The curriculum is an emergent curriculum which is child centered. Emergent means that is builds upon the interests of the child. The teachers have broad goals but can follow the lead and interests of the children (Schiller, 1995). During the work periods, a teacher will work with one small group on their project while the other students are engaged in self selected activities. The projects are teacher directed and child initiated and begins with the teacher observing the children and asking the children questions on a topic that interests the child. The students then do in depth studies of the content that interests the children of that group (Wikipedia, 2007). The project moves in unanticipated directions. To avoid confusion the teachers help children make decisions about direction of study, how to research the topic, and how to represent the topic (Cyert Center, 2004). The projects can range in length from one week to the whole school year. When the students are content to be complete with their project they depict their knowledge through drawing, sculpting, dramatic play, or writing. At every school, there is a visual art specialist, an atelierista, who works closely with the other teachers and children (Gandini, 1993). The atelierista guides the children into appropriate media choices to complete their ideas and projects. Because art is such an integral part of all activities, the students’ old works, finished and unfinished, are available to them to finish or add on. While they work on their art projects, the teachers talk to the children and write down any thoughts or ideas the students have. They display the students’ discussions with their art work around the classroom and school (Schiller, 1995). In order for this curriculum to work, the teachers must also learn with the students. The teachers take turns with the following roles: observing, note taking, and recording observations between children. After all observations are recorded, they are shared with other teachers and parents in the planning of the students’ projects. It is crucial that teachers become skillful observers of the children. Their observations guide the curriculum planning and implementation (Wikipedia, 2007). Conclusion The Reggio Emilia approach to learning is a constructivist approach where the students learn at their own pace and guide the curriculum. It is all about the children. The children’s interests lead them into a project that is researched in depth at a level that they can understand. The children’s thoughts and ideas are implemented into the curriculum and planning and are shared with the community. Reggio Emilia works because the children are learning what they want to learn with the help of their parents, teachers, and the community.

The positives and negatives of Formal and Informal Assessments

The positives and negatives of Formal and Informal Assessments Formal and informal assessments are two specific procedures that teachers use to evaluate and grade their students. Both formal and informal formative assessments involve gathering, interpreting, and acting on information (Ruiz-Primo Furtak,2004, p. 4). Formal assessments are standardized exams used by a state to reflect on particular grade level to measure a students academic abilities. These exams are administered in the same way every time with a time restriction and instructions to how the exam should be graded. In contrast, informal assessments are exams or activities designed to specially review or test students knowledge on a certain academic subject taught by their teacher. I will be discussing the advantage and disadvantage for two different forms of formal assessment and four types of informal assessments methods. The two formal assessments are norm-referenced and criterion-referenced. Norm-referenced are standardized tests and are linked to inter individual differences (Gargiulo, 2008, p.65). This test compares the students skill to other students in the similar age group. Statistical method is used to determine how the student did. For example first grade students were tested and the outcome is used in a statistical method. You would be able to see how each student ranked. For example, Jon scored at the 50th percentile among his class. There are advantages and disadvantages in using norm referenced testing. One advantage to this method is it can determine whether a student may need special services. For example, if the student scores less than standard norm for reading, they will receive special services to aid them in this subject. Another advantage to this method is it allows parents to see how their childs academic results are compared to their peers. For example, Julie performs at 86 percentile in her class. This means that Julie performed better than 86% from her classmates. As there are advantages, there are disadvantages. One disadvantage to this method is it consists of broad academic information and may not consist of current classroom content. Another disadvantage is it does not fully capture a students academic abilities on problem solving, decision making, social skills, nor their ability elaborate on certain topic. In contrast, Criterion-referenced tests are associated with intra individual differences and can provide data that is useful for instructional planning (Gargiulo, 2008, p.66). For example, a math problem is given to a student to see if the student is able to add two digit numbers. The outcome is strictly based on whether the student did or did not answer the problem correctly. The first advantage to this test is it can compare a students individual performance from their previous one. For example, Aprils current test indicated her reading skills have improved from last quarter. Aprils results are not compared to how well she did among her classmates instead it compares to her individual progress. Another advantage to this test it can assist a teacher to figure out each students academic strengths and weakness. A teacher can guide and assign additional help in the areas where students need improvement. The downfall to this method is it cannot compare student academic performance to ot her schools or districts. For example, a teacher will not be able to compare her students success to other classes nor to other schools. Another disadvantage is creating a valid exam for students. Designing an exam needs to meet specific standards plus its time consuming for teachers to work around their daily responsibilities. The following are the four types of informal assessments that can be used in a classroom which are an essay exam, a classroom game, walk around method, and a multiple choice exam. The first informal assessment is an essay exam. Essay exams are questions based on a certain lesson or topic where a student needs to provide a written answer. Depending on the exam instructions students may only need to write a couple of paragraphs or several pages in length. The following are two advantages in using an essay exam to test students. First, students have the opportunity to express their thoughts and demonstrate their level of comprehension on a certain question. The second advantage, students begin to construct and analyze how to answer each question. For example, the instruction on the essay says to please explain the difference between a mammal and an amphibian. The student first needs to analyze the differences between the two species and then construct examples to elaborate on the question. An issue does represent itself; this type of method is time consuming for both the student and teacher. The students need plenty of time to answer and write an essay and the te acher needs time to evaluate and grade each paper. The second disadvantage, teachers must be aware of their biases when writing a question where students need to agree or disagree on a certain topic. This disadvantage may get in the way of grading papers accurately. A teacher needs to be aware of their bias and base their grading on the students response not if they agree or disagree with their student. Another informal way to evaluate a students progress is a classroom game. A Classroom game creates an opportunity for students to apply their knowledge and encourages them to learn. For example, the class is divided into four groups to play a game of Jeopardy. The game of Jeopardy consists of questions on a certain academic subject. An advantage to this method is it promotes cooperative learning. Students are learning how to interact, collaborate, and work together with their peers to answer questions. Working together provides positive reinforcements for students to develop social skills and trust among their team members. Another advantage it motivates students to apply their own knowledge and retain new information as they play the game. A game will keep students alert and encourages participation which will lead to learning. Since students are divided into groups not every student is participating or collaborating on every question and this is downfall to this method. Even though each student has an opportunity to answer a question, the group is judged as a whole not the individual knowledge to every question but the ones they answer. Another disadvantage to this method does not provide enough feedback to a teacher to determine which students needs additional assistance in comprehending the current subject. The third informal assessment is the walk-around. This assessment requires the teacher to interact with each student as they work together as a group or individually. The teacher is actively observing and assisting students to stay on task. The advantage to this method it allows the teacher to interact with students individually or as a group to answer any concerns or assist them in understanding their assignment. The second advantage is the one on one conference. The teacher uses the one on one conference to talk to the students for five or ten minutes. This conference offers attention, and additional help in instructions for students(Cole,1999,p.4). This type of interaction builds trust and improves the communication between teacher and student. A downside to walk around assessment is giving each student or groups the same amount of time to answer questions or concerns. Since every student or groups have different questions, some may need additional assistance than others. This may cause some behavior issues or delay some students in completing their assignment. Another issue is making sure every student understands the material or contributing their work to their group. The teacher needs to give every student an opportunity to talk and demonstrate they understand the assignment. Lastly, the multiple-choice test is another assessment used in a classroom. Multiple choice tests consist of questions and a list of possible answers for each question. An upside to this method students begin to access their knowledge and apply it to every question by eliminating misleading choices. This method is also an advantage for teachers as well. The grading is less time consuming than other methods and easier to narrow down where the students are having difficulties. A disadvantage for students is it may cause them some confusion or frustration when the exams are poorly written. Poor written exams consist of tricky options to choose from, for instance having two possible answers. The second disadvantage for students is not being able to understand a question. This may lead the students to guess on answers they are not able to comprehend due to reading difficulties or a poor written exam. This may lead to inappropriate score on the students progress or knowledge. In conclusion, both formal and informal assessments consist of advantages and disadvantages that a teacher should consider and understand before administrating these assessments. Assessments are necessary to pinpoint students academic strengths and weaknesses. This allows a teacher to provide additional assistance to students that are struggling. Without assessments teachers will not be able to properly evaluate and assist students.

Cross Border Strategic Takeovers: The Case of Cadbury

Cross Border Strategic Takeovers: The Case of Cadbury Cross border strategic takeovers test the investment ability to earn above the average market return. But taking over Cadbury explores beyond monetary gain. The deal is a defiance of cultural pride, countrymen sentiment and confidence in corporate. In free market economy transnational corporations ambition a strategic structure to skirt flat line company growth. Inevitably, organization structures have evolved into very complex ones, where explanations are in many scholastic studies: Egelhoff 1982, Dunning 1993, Stopford Wells 1972, Franko 1976, Galbraith Nathanson 1978, Robock Simmonds 1973. A traditional structure simply concerned a broad international presence. Typically, these consisted independent operations in the handle of an expatriate. In its proliferation, the facilitation of information flow prompted the creation of offshore headquarters which functioned isolate of the local core group (Barber, J. P. 2002, pp.1-5). However, these international structures had about one third of the offshore venture in the form of shared ownership (Casseres 2006, p. 4). What firms manifest these days is cognizant of the global outlook. Less differentiation is placed on the local operations vis-a-vis the international division. Strategic structures shift authority and responsibility to the central domain, without the former single line authority in force, rather a multiple lines responsibility (Barber, J. P. 2002, pp.1-5). Sheer size is given importance in the new corporate international strategy (Egelhoff 1988, p. 1-14). A Precise Pair (Possible reasons why Kraft identified Cadbury as a suitable partner) Kraft Foods, Inc. envisions global domination of the confectionery world (Wiggins 2010, sc. 3), and Cadbury would be the pair of precision. These firms have similar and complimenting features, when combined can operate more competently. They are alike because each is an industry icon that spells out of a history of corporate prestige. In the same way these firms compliment, having pursued a different market position in product lines such as novelty brands Oreo cookies over dairy milk chocolate. Cadbury and Kraft supplement one another in geographical footprint, thus distribution lines are less redundant, if not broadened (Beaudin, 2010). In the context and analysis of industry, a pair of firms can operate more competently when combined. In fact, dissimilar capabilities are often synchronized in the manufacture of opposite goods (Casseres 2006, p. 8-12). Acquisitions improve efficiency by seizure of synergies between firms (Crosoni, Gomes, McGinn, Noth 2004, p.481-512). When put together, Cadbury-Kraft becomes an industry powerhouse. Both sum up an unrivalled portfolio of tremendous potential (The Independent 2010, sc. 2-4). The long term forecast revenues are estimated at a strait annual 5% upward trend in revenues and company growth at 9-11%. On its own, Kraft revenues rises at about 4% with company growth of 7- 9%. A prolonged growth in revenues determines annual cost savings of $625 million (Value Expectations 2010, sc. 1-3). It is argued that such transformation creates larger economies of scale higher and larger geographical markets (Lambrecht 2000, p.1-4). The takeover is meant to reshape market competition, imposing influence on emerging markets. The industry for chocolate and sweets is quite gaping and loosely split between international conglomerates: Mars, Wrigley, Kraft, Hershey, Ferrero and Nestlà © (Beaudin 2010, sc. 1-4). By the acquisition of Cadbury, Kraft assumes to suppress rivalry by the bundle of capabilities (Casseres 2006, p. 8-12). In other words, the industry turns out to be less competitive and too concentrated (Crosoni, Gomes, McGinn, Noth 2004, p.481-512). And why global shares are expected to rise by 5% points from the estimated 20% holding for both firms (Value Expectations 2010, sc. 1-3). Takeovers can reduce production costs at minimal or result in bullish strategies such as predatory pricing against remaining industry players (Crosoni, Gomes, McGinn, Noth 2004, p.481-512). Or-simply a means to breakaway from the discipline of market competition, while economic benefits are reaped and a barrier to entry fortified (Herings, Peeters Schinkel 2005, p. 20). Kraft benefits the niche knowledge and experience of Cadbury. And the new firm brings together invaluable insights by encountering methods of another industry player (ArticleSnatch.com, 2010, sc.3). Bitter Deal (Why a hostile takeover was considered the most appropriate means of acquisition) There could be no appropriate manner to put an end to an Englishmans 186-year old dairy milk maker. Simply because Cadbury is a source of pride and pomposity nearly as important to British culture as the Beatles (quoting Bloomberg Businessweek publication 9 Feb 2010); the deal shall forever be looked upon as a hostile takeover. Not that it is forgivable, a hostile takeover is assumed when organization management is unreceptive of the acquisition process, even when the company has a market valuation below net asset (Casseres 2006, p. 8-12). Theory and practice determine that stock price maximization sits as the foremost objective of a corporation. In the Kraft-Cadbury situation, the business outline of both companies show a consistent cash flows but a severely incapacitate growth opportunities. Market value net investment capital remained flat for some period of time (Value Expectations 2010, sc. 1-3). It is reasoned that the Cadbury takeover allows for a strategic structure expected to churn annual revenues of $50 billion across 160 countries (Wiggins 2010, sc. 2-6). Cadbury by itself consistently held about 10% share in the global market or what Wiggins describes as a slim lead over competitors. That is, with little put into marketing, innovation and capital expenditure, the company growth waned (Wiggins 2010, sc. 2-6). The restructuring mechanism offered a handsome post merger ownership share. What the investor obtains of the new firm is a crucial payoff and decisive gain (Lambrecht 2000, p.1-4). The closing price of 850 pence in 60% cash plus 40% stock ratio (Wiggins 2010, sc. 2-6). Cadbury was a vulnerable target, the takeover timing immediate. The company suffered losses and financial targets berserk. The 75 age old plant at Somerdale was earmarked for closure with 500 jobs slashed. Onsite operations were to be moved to the Bournville plant in Birmingham by 2010 and to the new Poland facility. Brands manufactured at Somerdale are the Cadbury Mini-Egg, Curly Wurly, Chocolate Creeam, Fudge and Turkish Delight (House of Commons 2010, p.9). The Salmonella contamination of 2006, recalled over a million chocolate bars plus a breach of safety penalty of  £1m and an accounting scandal in Nigeria took out on profits (Wiggins 2010, sc. 2-6). Domino Effect (What external events gave rise to the opportunity of acquiring Cadbury?) The global economic turndown triggered innovations and larger transformations, which in turn gives rise to the hostile takeover of Cadbury. Any basic change in the economic environment can do so, such as alterations in policy or industry innovations (Lambrecht 2000, p.1-4). It can be said that globalization itself heightens brand definition and competition that firms are continually on the look out for strategic moves. Growth patterns are also seen to shift the Asia region, as the result of population growth and consumer style. Change in consumer habits: the American consumers were moving into health drinks, affecting upon Gorts economic disturbance theory. This suggests that the high level mergers among soda companies: Coca Cola Company, PepsiCo and Danone, resulted instabilities in the umbrella company and the eventual separation of Dr. Pepper Snapple Group (Ganesh 2010, p.17-25). Strategist Todd Stitzer sought out to demerge its US soft drinks and confectionery businesses, which was carried out a few years ahead (Wiggins 2010, sc. 2-6). Given these events put forth uncertainty, Cadbury shareholders had differing opinions as on the true value of share. The economic disturbance theory asserts that valuation differences cultivate ground for takeover transactions. The narrowing profit margin expensed into raw materials is one compelling external factor making takeovers palatable. As the economic turndown cuts deeper into food companies profits, many brands downgrade ingredients. The Cadbury attempt to shift to palm oil stirred consumer outrage and disapproval of environmentalists, even losing out considerable money. Decisions of acquisition touch further the organizational effort and cost savings on information transfer, contracts, principal-agent relationships, incentives and transaction costs (Casseres 2006, p. 8-12). Cadbury profit margins plunged by 7 percentage points in 2008 from 22% in 2004 (Value Expectations 2010, sc. 1-3). Bullheaded (How differing negotiation styles could have had an impact on the initial discussions on Kraft and Cadbury) Kraft paid a wildly higher price by sheer ill conduct while negotiating the deal. Had it not focused only on its own interests and empty of concern in the emotional significance of the deal, the acquisition could have cost less. Ill conduct was an expressed a lack of respect, what is an essential ingredient in cross border transactions. The initial offering of 10.5 billion pounds -or $17.1 billion was slammed as derisory (London Associated Press 2010, sc. 1), KFI proposed to buy 300 pence in cash plus 0.2589 of the new Kraft Foods share, which comes to the value of 745 pence (Value Expectations 2010, sc. 1-3). A turnaround recommendation by the Cadbury board was made on the offer of 850 pence in 60% cash plus 40% stock ratio (Wiggins 2010, sc. 2-6). Too low an opening bid stirred resentment, if at all tore apart members of the board in humiliation. Seemingly very American is the abrasive and brute, which in return lagged the negotiation and KFI risked its credit rating and dividends by borrowing heavily to fill out a high closing price (Value Expectations 2010, sc. 1-3). A bid opening price forecasts the value of these combined entities which under the new strategic structure ought to be much higher. The price derives from cost reductions in labor or Capexes, market power, consumer access and specialization, supply chain accountability, debt tax shields, management empowerment, financial controllership, and many factors studies. The same way, it leaves a psychological imprint on board members of the target firm (Baker, Pan Wurgler 2009, p.7-20). Corporate motif permeates negotiating style. Having that KFI is made up of everything and anything it swallows, with a high subsidiary turnover rates, speculations on a one sided talk lets up an overprotective Cadbury board (Beaudin 2010, sc. 1-4). It seems Kraft took advantage of the announcement to close the Somerdale facility, using this as a reference point for perceived value (Baker, Pan Wurgler 2009, p.7-20). A better manner would be to propose acquisition, after the potential synergies are identified and additional value determined (Crosoni, Gomes, McGinn Noth 2004, p.481-512). Compelling Convictions (How could such disparate cultures have an impact on the initial period of the new organisation) In an interview with Namrata Singh during his Asia tour of duty, mention that the company was working quickly, but thoughtfully on issues related to mending cultural differences. Clearly, the excitement set in and people at work look forward to the growth opportunities of the merger. KFI is noted to have built a depth of cross-cultural talent, leadership soars with the exceptional fusion of leaders with global mindset. People begin with identifying similarities. KFI and Cadbury share a familiar passion for brands and are ready to trust in local groups. Preparatory seminars are held to brainstorm how to begin growing faster together. Employee enthusiast seek ways to unleash the best of both companies (The Times of India 2010, sc.1-3). Insofar Cadbury culture is distinctive of a reputation for evenhandedness with employees and in its business practices. It practiced philanthropy during wartime, as it a forerunner of fair trade practice (House of Commons 2010, p.23). The Englishman Employment Policy is subject to TUPE (Transfer of Undertakings-Protection of Employment). Private sector companies are to carry over appointment contracts unchanged between the transferor and the transferee, to prevent the dismissal. Many services in the bureaucracy are expected to be outsourced to the private sector. These contracts will require TUPE 2006 to be fully taken into account. TUPE provides transferring hires the choice to join a replacement pension scheme with equivalent conditions and matched contribution rates up to 6% of basic salary (Huard 2010, p.2-7). A takeover succeeds when key employees are encouraged and motivated to start new work arrangements. KFI could rue the day failing to come across a commitment to reemploy several knowledgeable, experienced workers at Cadbury Keynsham. The house of Commons notes that the commitment only extends to Kraft employees in manufacturing, and do not apply for post redundancy in divisions of finance, legal and communications (House of Commons 2010, p.9). State Intervention (Critically appraise the involvement of national Governments in cross border transactions such as Kraft in the acquisition of Cadbury) State intervention in the Cadbury takeover is less authoritative, if not feeble. Unlike Governments of China or Japan, were extensive sensitivity and involvement is put out to bail legendary business institutions. To some nations, a taskforce is established for the purpose of overseeing takeover procedures. While State actions could end up futile or restraint, the gesture looks out for future generations, the same as protectorate of heritage. The House of Commons convened to investigate the Cadbury takeover only after the deal came through. Changes in public policy must step up with Cadbury gone (House of Commons 2010, p.3). The overall idea is to re think a British market that is less open or permissive. The takeover Code was authored in an environment where ownership models were quite different (Wiggins 2010, sc. 2-6), and neglect on the part of the State is a subject of public debate. Economic policy in other advanced nations, France and USA, are designed to ward off corporate scavengers. Policy stipulates existing shareholders can acquire voluminous shares at a price below the market if a prospector influences a buyout without board approval. The provision, which is granted to privilege holders typically the founders and top executives, wards off corporate scavengers deliberately. In effect it has reduced costs on litigations and worry on hostile takeovers (Mebran 2005, sc.1-5). Due Diligence (You are to review and critically analise the concept of due diligence and present a reasoned argument as to why it should help companies like Kraft avoid acting irresponsibly and unwisely) Due diligence is a requisite for a smooth and subtle takeover. It is expected that the bidder conducts exhaustive study on the subsidiaries that make up a firm such to arrive at an agreeable, suitable acquisition structure (Birkett 2003, p.1-6). With reference to the opening price of 745 pence per ordinary share, this translates to about $50 per ADR. Equally, the new firm should achieve a top line growth of 10% annually and EBITDA margins of 27%. To justify the price offering, that bottom line pattern should continues from 2010 to 2014. Experts think this is too ambitious a proposition (Value Expectations 2010, sc. 1-3). The impact of psychological pricing is very real (Baker, Pan Wurgler 2009, p.7-20). Although a quick refusal transpired after KFI rendered an opening bid, it set out bad blood (The Wall Street Journal 2010, sc 1). A bidder who comes prepared will gauge psyche of the target and set out to build a good working relationship. On the average, investors are disposition averse; the prospect theory suggests that more are hesitant to sell stocks with losses on paper than when stocks show gains. It is also Perceptiveness is expected at the senior level, and trickles down to the rest of the firm (Baker, Pan Wurgler 2009, p.7-20). Kraft borrowed heavily to buy Cadbury (Beaudin 2010, sc. 1-4). The purchase is outsourced through the sale of the DiGiorno and Tombstone pizza brands to Nestle SA (Chicago Business 2010, sc. 2-5). This suggests that Kraft could have overvalued the operational performance to come through with the assumptions of the transaction (Value Expectations 2010, sc. 1-3). Or possible, that the takeover results from a inaccurate valuations on the stock market (Lambrecht 2000, p.1-4). The $19 billion takeover places KFI in sizeable debt, the pay down of integrating two formidable, transnational businesses. The estimated cost synergies from the putting together Cadbury and KFI has been raised to $750 million (Cordeiro 2010, p.1-4). Principled negotiations focus on what is meaningful to a target (Birkett 2003, p.1-6). Consider what is valuable to the target business, other than costs. A negotiator can lose something more valuable, such as company reputation, when engaging without evaluating this dimension. This can extend to understanding the social dynamics in which the target operates (Lambrecht 2000, p.1-4). It is unwise to say anything about the terms before this is formalized this could break the agreement. A week after the takeover, or on 9 Feb 2010, Kraft presents conclusively, its intention to shut down the Somerdale factory. The decision is a reversal of its foremost commitment to Cadbury at the outset (House of Commons 2010, p.17).

play :: essays research papers

Characters: Jessica Berman-(Main Character) Recently started smoking pot and kind of paranoid. Smart girl, 17 year old senior in high school, as far as her parents can tell she is a good girl, she has never gotten into trouble in her entire life. Marissa Kramer- an aged veteran in the pot scene. She is outgoing, wild and carefree. 20 years old, a sophomore in college and her parents are well aware, but not approving of all of her bad habits. Mary Flood- Police officer, Obviously the one in charge, training her new partner what to do. Brian Luckman- The actual arresting officer. New to the job, not quite confident in himself; on the quieter side. Andrew Berman-Jessica’s father. Pretty strict but does not often yell Jonathan Kramer- Marissa’s father, a bit mean spirited, likes to joke a lot, but has a bad temper. Scene 1: Characters-Jessica, Marissa and Mary Setting- Glencoe Police Station, The two girls have been arrested for possession of marijuana Mary: Ok girls.... (All three girls giggle) Mary: I’m going to take care of a few things, I’ll be right back. Mary gathers the papers in her hands and leaves the room Marissa: She is so nice! Jessica: I know, I wonder if maybe she’ll just let me stay here for a night Marissa: I’m sure it could be arranged, do you mind if I ask why though? Jessica: I just am thinking it would have to be the safest place for me once my parents find out.. It can’t be so bad, free food, a place to sleep. The clothing isn’t that great, but I’m sure eventually I would adjust. Marissa: Yeah, that’s a good plan, I’m sure a little north shore girl like you could last 10 minutes in prison. Jessica: Hey, I could too. How hard could it really be? Marissa: Haven’t you ever seen Oz? Jessica rolls her eyes at Marissa Marissa: What! I was kidding! Jessica: This is really neither the time nor the place. Marissa: Sorry... (mumbles) just trying to ease the tension Mary walks back into the room with a phone in her hand Mary: Here Jessica, you want to try your parents again? Mary hands Jessica the phone Jessica: Thanks. Everyone pauses a second as we wait for Jessica’s parents to answer the phone, however, she cannot get a hold of them Jessica: No one’s home Mary: Do they have a cell phone you could try them on? Jessica: Yeah, one sec. Everyone pauses again as Jessica once again tried to contact her parents.

The End of Make Believe Essay -- Analysis, Claudia Kalb

In a culture saturated in high tech toys that explode with dynamite sounds and whirling lights, children spend countless hours watching television and playing video games and less time engaging in creative and imaginative play. In Claudia Kalb’s article â€Å"The End of Make Believe,† she introduces the Knott family from Cleveland, Ohio. Kris Knott and her husband, parents of three active children, are striving to get back to the basics of play by increasing family time and decreasing their children’s television and video game usage. During the summer months, it would not be uncommon to find the entire family outside enjoying a pleasant evening together. Mrs. Knott states that â€Å"entertainment is not play† and children need carefree, less structured time to use their imaginations (Kalb, par.1). While the Knott’s children have plenty of organized activities such as after school sports, their parents recognize the importance of using imaginatio n and creativity as a source of play (Kalb, par.1). In the same manner, parents must limit children’s time engaging in technology by creating quality family time and encouraging more creative and imaginative play for intellectual, emotional, and social skills to develop. In addition to television, today’s children are inundated with a wide variety of technological choices such as video games, Internet games, and other interactive activities. Despite these advanced technologies, television continues to play a large role in today’s society and while it began as an element to unite the family, it appears to be dividing the family apart now (Winn 437). While television provides us with hours of entertainment, stirs emotions deep inside, and is a tool for gathering information, most experts agree ... ...roviding the â€Å"box† for more creative and imaginative play. In addition, parents must gather around the dinner table and create family traditions that will last forever in their children’s memories. Parents must emulate the Knott family who are creating memories by spending time together outdoors instead of watching television in separate rooms. As a result, these children develop intellectually, emotionally, and socially and contribute both to their family and community. Elyssa Knott, at the young age of 11 states, "How much fun could you possibly have if you didn't use your imagination?" (Kalb, par.1) As parents follow Kris Knott and her family’s example, they will see their own family beginning to change and acknowledge the importance of spending quality time together, letting go of the television remote and stepping back to the basics of play.

British “Raj” in India

British Raj is associated with British rule in the Indian subcontinent. The period embraces 1858-1947. The region which we call India nowadays was under the rule of the United Kingdom and was called the British Indian Empire. Great Britain started to expand its power in India in the beginning of the 1800s and in the middle India was under the full control of the British Empire. Nevertheless, India tried to rebel against expansion and the Indian Rebellion of 1857 appeared to be a turning point in the British history in Indian region.India tried to resist British rule as Britain provided their life standards which contradicted Indian way of life. For example, the British Empire provided cow fat and pork which were unacceptable for Hinduism being practiced in India. Nevertheless, the rebellion had failed and the British Empire provided a number of reforms which included recruitment of Indians into the civil service and tolerance of religion. The reforms aimed at preventing further refor ms through conciliation and to strengthen the British military.Many historians argue that the British Empire didn’t try to take full control over the Indian region, but when rebellion started to threaten British interest, it had to step in. McNamara writes that â€Å"resentment toward the British had been building for some time and new policies which allowed the British to annex some areas of India exacerbated tensions†. (McNamara, 1998) The office of the Viceroy became the first embodiment of the new British Raj in India. When Prime Minister Disraeli proclaimed Queen Victoria as â€Å"Empress of India† in 1876, the affection the British crown felt for its colony.Throughout the remainder of the 19th century the British Raj continued and was characterized by unpopular policies caused emergence of series of Indian nationalist movements. Only after 1947 India had managed to gain certain independence and sovereignty from the British Empire. In 1947 the British India n Empire was divided into the union of India and the Dominion of Pakistan. Bibliography McNamara, Robert. 1998. â€Å"The British Raj Defined India Throughout the 1800s†. Database on-line. Available from http://history1800s. about. com/od/thebritishempire/tp/indiatimeline01. htm

Compare the Techniques Of My First Sonne and Limbo Essay

When looking at the two poems it is clear that On my First Sonne is composed to deal with a father losing his seven year old son. While in comparison the poet Brathwaite is highlighting the topic of slavery. When comparing the two poems it is quite noticeable that they deal with life issues of death and sadness. However, once studying the two poems it is quite noticeable that both poems distinguish and highlight religion. This is highlighted in Limbo as it say’s in the last line â€Å"on the burning ground.† Which can be clearly suggested that it is portraying the Christian image of Hell. Which can be defined as a place where you’re in torture, which relates to the life of an African Slave where there struggling for life in places e.g. the sugar plantations. In On My First Sonne it’s communicating to the reader about religion like Limbo. However, instead of comparing religion to torture, it is discussing can people envy his son because he’s going to heaven? This is particularly shown in the following line where he leaves a question mark â€Å"Will man lament the state he should envie?† Looking at both the poems there’s a huge contrast in there individuality and uniqueness. This is clearly shown through the way that both the poems are written. For example, Limbo is presented in free verse which is probably suggesting that the slaves once had an identity. The word â€Å"Limbo† emphasises that the free verse is trying to show that the slaves were his ancestors with an African past. However, Brathwaite is presenting that the slave dealers stripped his ancestors of an identity for example â€Å"the dumb Gods are raising me.† Showing that the poet has no knowledge of Africans God’s or culture. While in contrast, the techniques used in On My First Sonne shows a traditional English poem about his love to his son. It is also writing about the English tradition of the Church of England and an identity about what it is to be English. Which during it’s time was to believe in the old tradition of religion and heaven. Which when comparing the two it is noticeable that On My First Sonne show’s identity and Limbo conveys lost identity. On My First Sonne it uses Trochaic pentameter in order to create the feeling of sadness by the use of a stressed and then a unstressed syllable. By using this technique it creates a feeling that the author is clueless which is shown through sentences like â€Å"Will man lament the state he should envie?† Limbo also uses Trochaic pentameter in order to create the feeling of sadness as the poem is talking about the struggle of slavery â€Å"long dark deck and the water surrounding me.† When looking at the tenses of On My First Sonne it uses past, present and future. For example in the first four lines there is a use of past. This is shown as he talks about his seven year old child and uses in the last sentence â€Å"on the just day.† It then changes to present, as the poet talks about in the next four lines â€Å"Will man lament the state he should envie?† suggesting he should envy his son because he is in heaven. This quote also shows that he has accepted the death of his son. It then goes to future as the poet mentions in â€Å"soft peace.† This poem shows to the reader that the poet wrote this poem over a long period of time. Showing to the reader the past represents that his child died, the present in between lines is mentioning the child’s burial and the future is that the child is buried and now in heaven. In Limbo there is a use of only present tense and repetition of the title â€Å"limbo†. This technique is used to make the poem capture the audience and get into the character of a slave. Furthermore, the use of repetition creates a tempo and the beat is indicated as it uses the word â€Å"drummers†. However, in On My First Sonne there is a use of punctuation to create the tempo meaning the audience are less involved with the poem. In conclusion this essay shows to the reader the background of the poems one to do with slavery and another to do with England and the Church of England of faith. Furthermore, I’m showing how both poems contrast and how language is used to show tempo and contrast.