Sophias Resturant Essays - Fashion, Footwear, Nike, Inc., Shoe

Sophia's Resturant Overview At the age of 24, Sue Koenig launched Runners World retail shoe store. Well known and nationally ranked as a runner herself, Sue knew first hand of the need for athletic shoes uniquely designed for the serious runner. Her timing was perfect. Word-of-mouth spread and Runners World developed a good base of loyal and repeat customers. A national health and exercise craze further fueled the demand for high-end quality running shoes. This was a boon to early success, and resulted in a steady and profitable growth during the first ten years of operation. Sue had exclusively chosen Nike's premier line of running shoes as the cornerstone of Runners World retail product line. For a time, Nike's strong image and aggressive promotion campaign proved to be a very wise and solid marketing strategy. However, a number of factors have begun to adversely affect Runners World's performance. Company growth has come to a virtual standstill as recent sales have flattened out. Profit levels remain reasonable but could weaken if some immediate and possibly drastic changes are not incorporated. Competition, fashion and a wide spread loss of interest in running have cut into the niche market share Runners World once solely enjoyed. This has Sue concerned about what to do. When Sue initially started Runners World, she had a very specific target market in mind - the serious jogger or runner who wanted the best quality running shoes money could buy. Things were simple and straight forward, but now the demand and climate is changing. Customer choices, expectations and needs have expanded. There are many alternatives that Sue needs to carefully investigate and explore. Fundamentally, Sue must seriously evaluate whether there is still a large enough market locally for her particular inventory. Present Strategy In her heart, Sue knows that her mission is sound - to provide high-end running shoes to those who share her passion for the sport. There is no question that she reaches her target market. Her clientele, consisting of the most serious runners, are repeat buyers who turn running shoes into a staple. They find a shoe they like and stick with it. The high-end Nikes she currently sells were always well accepted and seen as top quality. Feeling that change is inevitable if she wants to stay competitive, Sue knows it is necessary to reconsider the business strategy of her marketing mix. Although compelled to price her inventory in line with Nike, Sue is still able to sell the shoes and get a $5 to $7 per pair premium. This has resulted in attractive profits overall while still remaining competitive in the market. As trends go, Sue is aware that running is on the decline. Nike running shoes are still her primary product, but as exercising turned to a kinder, gentler phase, Sue added a secondary inventory to her store. Hoping to capture a more diverse market, Runners World added Nike shoes for walking, aerobics, basketball, tennis, and cross training. These sold well for a while but sales for these other shoes have also flattened out. Runners World desperately needs to attract new business. Comfortable at its current location for the past twelve years, the surrounding area has become home to other retail chains and department stores, increasing the competition in the sports shoe and apparel market. Stores such as Foot Locker and Wal-Mart are clambering to catch up with their rivals who have been in the business for a while and carry immense selections. Sue's reputation as a nationally ranked runner had always been sufficient to promote Runners World, a familiar and stable fixture in the community. More recently, she has become painfully aware that her reputation alone won't be enough to sustain her current market. Determined to re-establish the store as the source for her runner's needs, Sue begins the daunting task of analyzing the strengths, weaknesses, opportunities and threats to her business. Conclusions Based on our analysis of Sue's current marketing strategy and the questions we have raised regarding Runner's World's future, we strongly urge Sue to continue to specialize in running shoes, but to add other high-end brands other than Nike and avoid the trendy and/or low-end brands such as Skechers (MENTION OTHER BRANDS & RESEARCH THEIR PRICES), which would only confuse her customers. We

Definition and Examples of Deep Structure in Grammar

Definition and Examples of Deep Structure in Grammar In transformational and generative grammar, deep structure (also known as  deep grammar  or  D-structure)  is the underlying syntactic structure- or level- of a sentence. In contrast to surface structure (the outward form of a sentence), deep structure is an abstract representation that identifies the ways a sentence can be analyzed and interpreted. Deep structures are generated by phrase-structure rules, and surface structures are derived from deep structures by a series of transformations. In  The Oxford Dictionary of English Grammar  (2014), Aarts, Chalker, and Weiner point out that, in a looser sense: deep and surface structure are often used as terms in a simple binary opposition, with the deep structure representing meaning, and the surface structure being the actual sentence we see. The terms deep structure and surface structure were popularized in the 1960s and 70s by American linguist Noam Chomsky, who eventually discarded the concepts in his minimalist program in the 1990s.   Properties of Deep Structure Deep structure  is a level of syntactic representation with a number of properties that need not necessarily go together. Four important properties of deep structure are: Major grammatical relations, such as  subject  of  and  object  of, are defined at deep structure.All  lexical  insertion occurs at deep structure.All transformations occur after deep structure.Semantic  interpretation occurs at deep structure. The question of whether there is a single level of representation with these properties was the most debated question in  generative grammar  following the publication of  Aspects  [of the Theory of Syntax, 1965]. One part of the debate focused on whether transformations preserve meaning.(Alan Garnham,  Psycholinguistics: Central Topics. Psychology Press, 1985) Examples and Observations [Noam] Chomsky had identified a basic grammatical structure in Syntactic Structures [1957] that he referred to as kernel sentences. Reflecting mentalese, kernel sentences were where words and meaning first appeared in the complex cognitive process that resulted in an utterance. In [Aspects of the Theory of Syntax, 1965], Chomsky abandoned the notion of kernel sentences and identified the underlying constituents of sentences as deep structure. The deep structure was versatile insofar as it accounted for meaning and provided the basis for transformations that turned deep structure into surface structure, which represented what we actually hear or read. Transformation rules, therefore, connected deep structure and surface structure, meaning and syntax.(James D. Williams, The Teachers Grammar Book. Lawrence Erlbaum, 1999)[Deep structure is a] representation of the syntax of a sentence distinguished by varying criteria from its surface structure. E.g. in the surface structure of Children are hard to please, the subject is children and the infinitive to please is the complement of hard. But in its deep structure, as it was understood especially in the early 1970s, is hard would have as its subject a subordinate sentence in which children is the object of please: thus, in outline [please children] is hard.(P.H. Matthews, The Concise Oxford Dictionary of Linguistics. Oxford University Press, 2007) Evolving Perspectives on Deep Structure The remarkable first chapter of Noam Chomskys Aspects of the Theory of Syntax (1965) set the agenda for everything that has happened in generative linguistics since. Three theoretical pillars support the enterprise: mentalism, combinatoriality, and acquisition... A fourth major point of Aspects, and the one that attracted most attention from the wider public, concerned the notion of Deep Structure. A basic claim of the 1965 version of generative grammar was that in addition to the surface form of sentences (the form we hear), there is another level of syntactic structure, called Deep Structure, which expresses underlying syntactic regularities of sentences. For instance, a passive sentence like (1a) was claimed to have a Deep Structure in which the noun phrases are in the order of the corresponding active (1b): (1a) The bear was chased by the lion.(1b) The lion chased the bear. Similarly, a question such as (2a) was claimed to have a Deep Structure closely resembling that of the corresponding declarative (2b): (2a) Which martini did Harry drink?(2b) Harry drank that martini. ...Following a hypothesis first proposed by Katz and Postal (1964), Aspects made the striking claim that the relevant level of syntax for determining meaning is Deep Structure. In its weakest version, this claim was only that regularities of meaning are most directly encoded in Deep Structure, and this can be seen in (1) and (2). However, the claim was sometimes taken to imply much more: that Deep Structure is meaning, an interpretation that Chomsky did not at first discourage. And this was the part of generative linguistics that got everyone really excited- for if the techniques of transformational grammar could lead us to meaning, we would be in a position to uncover the nature of human thought... When the dust of the ensuing linguistic wars cleared around 1973 . . ., Chomsky had won (as usual)- but with a twist: he no longer claimed that Deep Structure was the sole level that determines meaning (Chomsky 1972). Then, with the battle over, he turned his attention, not to meaning, but to relatively technical constraints on movement transformations (e.g. Chomsky 1973, 1977).(Ray Jackendoff, Language, Consciousness, Culture: Essays on Mental Structure. MIT Press, 2007) Surface Structure and Deep Structure in a Sentence by Joseph Conrad [Consider] the final sentence of [Joseph Conrads short story] The Secret Sharer: Walking to the taffrail, I was in time to make out, on the very edge of a darkness thrown by a towering black mass like the very gateway of Erebus- yes, I was in time to catch an evanescent glimpse of my white hat left behind to mark the spot where the secret sharer of my cabin and of my thoughts, as though he were my second self, had lowered himself into the water to take his punishment: a free man, a proud swimmer striking out for a new destiny. I hope others will agree that the sentence justly represents its author: that it portrays a mind energetically stretching to subdue a dazzling experience outside the self, in a way that has innumerable counterparts elsewhere. How does scrutiny of the deep structure support this intuition? First, notice a matter of emphasis, of rhetoric. The matrix sentence, which lends a surface form to the whole, is # S # I was in time # S # (repeated twice). The embedded sentences that complete it are I walked to the taffrail, I made out NP, and I caught NP. The point of departure, then, is the narrator himself: where he was, what he did, what he saw. But a glance at the deep structure will explain why one feels a quite different emphasis in the sentence as a whole: seven of the embedded sentences have sharer as grammatical subjects; in another three the subject is a noun linked to sharer by the copula; in two sharer is direct object; and in two more share is the verb. Thus thirteen sentences go to the semantic development of sharer as follows: The secret sharer had lowered the secret sharer into the water.The secret sharer took his punishment.The secret sharer swam.The secret sharer was a swimmer.The swimmer was proud.The swimmer struck out for a new destiny.The secret sharer was a man.The man was free.The secret sharer was my secret self.The secret sharer had (it).(Someone) punished the secret sharer.(Someone) shared my cabin.(Someone) shared my thoughts. In a fundamental way, the sentence is mainly about Leggatt, although the surface structure indicates otherwise... [The] progression in the deep structure rather precisely mirrors both the rhetorical movement of the sentence from the narrator to Leggatt via the hat that links them, and the thematic effect of the sentence, which is to transfer Leggatts experience to the narrator via the narrators vicarious and actual participation in it. Here I shall leave this abbreviated rhetorical analysis, with a cautionary word: I do not mean to suggest that only an examination of deep structure reveals Conrads skillful emphasis- on the contrary, such an examination supports and in a sense explains what any careful reader of the story notices.(Richard M. Ohmann, Literature as Sentences. College English, 1966. Rpt. in Essays in Stylistic Analysis, ed. by Howard S. Babb. Harcourt, 1972)

Business law Essay Example | Topics and Well Written Essays - 1500 words

Business law - Essay Example Under the element of ‘agreement’, several aspects must be established to activate demonstrate a consensus on some of the major terms of the exchange: 1. Offer. There must be an offer for sale under clearly stipulated terms which includes a full description of the item(s) of exchange.The offer must be complete. Ordinarily this would include a description of the item(s) for exchange, nature of the item(s), the cost or price and any other sale-related features such as payment details. 2. Acceptance. The parties involved in the intended exchange must accept the offer as stipulated and communicate this acceptance within the period in which the offer still exists. Acceptance of the offertory terms becomes invalid when a counter-offer is made and allowed by the parties involved. 3. Genuine consent. Parties to the contract must have contractual capacity an additionally must freely enter into the contract. Elements of duress, mistakes and misrepresentation may render the acceptan ce void and thus, the contract too. Step III: Applications of the Rule of Law to Case Facts 1. Offer. Sally’s initial offer is for a dashing green Cadel Evans â€Å"GF† model bicycle at a cost of $6,000 payable upon delivery. The offer’s duration has not been expressively stated. ... Peter’s acceptance is conditioned on acceptance of his counter-offer and a communication thereof within the closure of business the following day. His liability becomes questionable at this juncture. 3. Genuine consent. By responding to the offer, both Peter and Burt are aware that they are entering into contractual obligations. There is however an element of duress on Sally’s part that may render her consent void. She hastens the delivery of the bicycle to Peter’s premises to make the amount duly payable for fear of foreclosure by the bank on her outstanding mortgage payment amounting to $4,000. 4. Contractual capacity. Their contractual capacity is valid as they have both attained the majority age. Conclusion Sally cannot draw a suit against Burt for any breach of contract since he expressly denied acceptance of the adjusted $5,000 for the bicycle and communicated it in reasonable time to sally.The contract therefore does not exist between the two individuals.S he might have had a claim against Peter except that it might be proved that there was lack of a genuine intent by sally to provide reasonable time for Peter to communicate and finalize the sale agreement i.e. It can be interpreted that Sally only entered into the contract to transfer her liability from the due mortgage and foreclosure to Peter. At Law, no contract can be valid if it is entered into with malicious intentions. However, ignoring the performance of the contract, Sally can enforce legal action against Peter as per the $ 4,000 under the contract for sale since there was implied agreement through their email discussion that instructed the seller to make delivery of the bicycle as soon as his

Organization's Management and organization's structure Essay

Organization's Management and organization's structure - Essay Example This essay discusses that organization involves prudent utilization of assets to accomplish the best out of the workers. Poor administration prompts despondent representatives who inevitably make issues that lead to problems for themselves and also the company. Leaders must set clear focuses for the colleagues. Managers must verify his colleagues work as one towards a common goal. He is the person who chooses what might be right in a specific circumstance. Managers must be mindful of what is occurring around them. Hierarchy orders ought to be all around characterized for a powerful administration. The reporting supervisors must survey the execution and advancement of their subordinates and aide them at whatever point needed. Efficient time management helps the workers to make the best choice within the provided time frame. Motivation issue is much wider than tying the workers together for teamwork and cooperation. Organization management alludes to the art of getting individuals toge ther on a typical stage to make them work towards a typical predefined objective. It empowers the ideal utilization of assets through careful arranging and control at the working environment. The administration gives an ability to read a compass to the workers. The people are very much aware of their parts and obligations and recognize what they should do in the association. Thus it becomes evident that effective organization management implies a variety of options to support all the aspects of the lifespan of the company.

Questions to Answer Essay Example | Topics and Well Written Essays - 1000 words - 1

Questions to Answer - Essay Example These laws are what are regarded to as common law. When there is incongruity between two parties in relation to the law, then a common law court is obligated to listen to the case and refer to analogous or similar cases that have occurred in the past and incorporate their resolutions in decision making (Pozgar, 2011). In other words, if a judgment had been issued in a similar case in the past, then the judge or arbitrator in this case is required to follow the same logical thinking as the previous case. If there has never been a similar case, then it is the obligation of the judge or arbitrator to form or create a standard model as an example that would be referred to by other judges and arbitrators in future. Pozgar (2011) further notes that having a case to refer to and use it in decision making introduces the concept of impartiality in judgments as issues not covered by other laws in a jurisdiction are awarded similar rulings or verdicts. These common laws are however not permanent as they can be changed depending on the current needs of the society (Pozgar, 2011). According to Pozgar (2011), foreseeability is "The reasonable anticipation that harm or injury is likely to result from a commission or omission of an act" (p. 41). An individual can prevent the occurrence of a damaging incident or event if he or she predicts that the incident will occur on the basis of available information or facts. Having a clear understanding of the facts can help an individual in making decisions that would avert or prevent the occurrence of any harmful incident. In a court of law, a defendant is investigated or questioned with an intention of finding out whether he or she could have prevented injury or harm to a petitioner through analyzing data and information at hand. As an example, take the case of a patient lying to a healthcare practitioner when he seeks a clarification of the patients medical history. If

Early Years Foundation Stage and National Curriculum

Early Years Foundation Stage and National Curriculum Within this essay I will produce TWO detailed activity/ lesson plans based upon the Early Years Foundation Stage and KS1 My written assignment will consist of: The planning, implementation and evaluation of one science based activity/ lesson within one curriculum framework which will be observed and assessed by my mentor. This activity/ lesson plan must contain use of ICT. The evaluation of this activity/lesson will contain a description of the value of ICT and Science within the curriculum. A plan of one activity/lesson within the other curriculum frame work. I will produce a reflective account for the activity/lesson which I have planned but have not implemented. (I will be expected to reflect upon the process of planning within this unfamiliar of strengths and weaknesses of the curriculum frame work I have planned within. Introduction activity plan in reception The chosen idea of this activity is light which is based on science enquiries in the early years foundation stage for children 4 to 5 years old. Within this activity plan children should be able to understand and demonstrate the learning context, as play is fundamental to children in early years stage, I thought to plan and do the activity through a game, children would learn and maintain learning better through games. Actual activity plan (Reception) I will select 3 children whilst planning time and ask them what object would give us light, children would have background knowledge (within the sciences programme of study of my workplace, teachers did teach children about light, therefore children would feel comfortable to answer the questions and then draw the certain objects on the smart board. In addition I will provide the children with online science clip games about choosing the objects which give us light from the list and place or drag them in the centre of room, from the BBC website to play. Evaluation of activity and lesson plan After implementing the activity within children in reception class I realised that the information communication technology and Science plays a significant part in childrens primary education and is important on the governments programme. Information and communication technology (ict) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. (QCDA, 1999) Within the activity information communication technology helped the children to communicate, explore, find, investigate and exchange correct information. In addition ICT provided the opportunity for children to be creative and enable them to access and share the ideas and experiences within communication , added to that it assisted children in being independent learners and being able to know and identify where and when to use ICT to get beneficial effects. However using ICT might be a disadvantage to the children and make them feel unhappy in some ways, for example in my activity connection errors, finding the smart note book icon on the desktop and loading the internet page were the problems which I have faced. In order to address that issue I thought it is best to plan or perform different activity with a different kind of usage of ICT. My weaknesses Within the activity my weaknesses have become clear for me, upon the Assessor Observation Report sheet I needed to improve my organization skills and also prepared whatever programme which I need to use before the activity started, in my activity case it was smart note book programme. In order to address this weakness I needed to always ask for the help from other member of staffs to show me and help me to find the programme icon on desktop or to find the standard and suitable resources before the actual activity begins. Unfortunately I was not able to provide the children with online science clip games due to technical issue; the school computers did not download the flash player software to play the clip. However this issue could be addressed in the future by checking the requirements of whatever online activity resources. Develop childrens understanding about the activity and linking the certain topics to the natural world and participate boys and girls in the activity, are the areas which I needed to focus on more for the upcoming activities. My strengths Demonstrated a positive approach to children, encourage them to continue with activity by using morale boosting techniques like praising, e.g. Saying well done. Communicated and treated children in a dignified way and considered their possible thoughts. Managed and controlled childrens behaviours in a positive way, allowing them to cooperate more easily. Importance of science as subject within curriculum Science is also known as a core subject within curriculum, according to (DCSF, 1999) Science is an integral part of modern culture. It stretches the imagination and creativity of young people. Its challenges are quite enormous. Science stimulates and excites pupils curiosity about phenomena and events in the world around them. (QCDA, 1999) In addition it enable the children to understand and improve their quality of life, children learn to discuss science based issues that may affect their own lives, the direction of society and the future of the world. Science is mainly about asking questions and doing experiments to find the answer, this helps children in using their imagination, knowledge and skills to discover and experience the world around them. In the other hand ICT engage a method of learning that settled in old knowledge as well as learning new skills. Combination of science and ICT can make a considerable difference to childrens scientific learning as well as learning new ICT skills. In addition provide the opportunity for children to experience facts in science that they wouldve thought impossible, such as zoom-up scenes of the plants and their surface texture. Use of ICT across the curriculum Within the curriculum students and children must be provided chances to use and develop their ICT ability through the use of ICT devices to support their learning in all subjects however with the exception of physical education at key stages 1 and 2. According to the national curriculum: Pupils should be given opportunities to support their work by being taught to: a find things out from a variety of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibility b develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy exchange and share information, both directly and through electronic media review, modify and evaluate their work, reflecting critically on its quality, as it Progresses. (QCDA, 1999) Lesson plan introduction (key stage 1) After researching and studying through the national curriculum and understanding the programme of study (science) and science enquiry, I am going to plan a science lesson for children whose position lies within in key stage 1. Within the curriculum there are 3 scientific enquiries which are needed to be taught by teachers, these are: Life processes and living things, Materials and their properties and Physical processes. Actual lesson plan (key stage 1) The chosen concept to plan the lesson on is materials and their properties. I know from my own knowledge that students and children learn and maintain learning abilities through experiences and the use of their senses, I thought that its best to let them touch on subjects which are made up of different materials that are present in class such as rulers. Childrens own t-shirts, windows, chairs and other objects which children question in a way that they feel comfortable in, including: How the materials feel like (softness, roughness, hardness, as well as the shininess, ability to float, whether they are magnetic or not), name the common types of material (metal, plastic, wood, wool, paper, rocks), about the uses of a variety of materials for example glass, woods, wool. Using ICT is the best way to start my lesson after asking the children questions, I could buy, borrow software packages or use online resources which contain words and picture about different materials and subjects connected to the smart board where all the children can watch the board easily, in order to help children to learn the names of materials I will try to seek the software or online resource with the presence of sound. I prefer to use resources which contain questions and answers within, picture and explanation of materials and their properties, for instance: what is an oven made from, why we use an oven; can we cook food with a plastic oven, why yes? Why not? And other kind of questions which are related to the use of materials and their properties, in addition I have to be very careful in meeting the science enquiry in key stage one. Children can identify materials and their properties by listening or watching software or online resources and answer the questions in the meantime their watching or after theyve watched the video, that helps me or teachers to make sure children have achieved what they need to achieve within curriculum. Personal reflection After planning, implementation and evaluation of receptions activity as I know that the government has set two curriculums in order to meets childrens learning needs: the early years foundation Stage which to be taught to the children aged 3 to 5 and the national Curriculum design for children from 6-11. I need to plan a lesson which meets the childrens needs and requirement within national curriculum as well as using ICT, to support the lesson and assist the children to understand and maintain the learning in order to achieve what they are expected to achieve. Both curriculums aimed to help the children, parents and educators. However both curriculums have weaknesses within them as well as strengths. The strengths of the national curriculum Teachers could find weaknesses and strengths of students by assessing them through different tests such as S.A.T.S, ACT and Etc and keep record of their progress. In addition Post-Secondary Consistency provides another way to assess student outside of SAT, ACT and other standardized tests. Assessing childrens learning of the National Curriculum is performed by teachers listening questioning, observing and marking the childrens work. When teachers assess children they write down their evidence, produce tables of results, add information to the students profile and write reports for the childs parents. Regulation of especial education and racing student, all standard and qualifications would be same across the world. National curriculums provide exceptional opportunity for parents, communities and schools to discuss and reach agreement on what students expected to know and be able to do. In addition help student to learn more by emphasise the best teaching and educational practices, challenging student ability and providing valuable methods to help students achieve high standards. National curriculum will Focus the education system on reasonable, objective, measurable, and well-defined goals to enable schools to work smarter and more effectively. The weaknesses of National Curriculum Disagreement between government and lawmaker (who deciding what is essential ,or what is not important is one of the weaknesses in national curriculum in addition other aspect of education such as staring date ,date of schools and salaries need to turn out to be same and standardised. Availability of teachers is another weakness within national curriculum. As every person is unique teacher may need more training time to cover specific area that they want to cover or they not available at rural areas. High or low standards forced by state government are also challenging. They require content provisions without considering the different needs, opportunities to learn, and skills that may be suitable for specific regions or areas. The strengths of Early Years Foundation Stage Emphasis on learning outside of the formal education and having freedom to play and explore the world around them and accepting and considers risk for themselves within inside or outside environment makes Early Years Foundation Stage unique. Play is seen as a fundamental part in childrens development in pre-schools curriculum. Throughout play children learn better, as well as socialise and interact with other children. Assessment is very crucial for childrens learning. It informs the practitioners whether they have achieved or met all the early learning goals or what stage the child ability or progress is at. The practitioner makes records for each child and will then inform the parents of their childs progress. In reception the assessment is baseline which happens in the first term of reception. At the end children will be assessed to see if they have achieved the early learning goals. However in nursery the assessment is continuously. Practitioners observe children, and notice what they say and what they do and make a record of what they see. They use the documents column examples of what children do to help them assess. The weaknesses of Early Years Foundation Stage According to the survey which has been take place on Augusts 2009 about the performance of Early Years Foundation Stage in settings When questioned on parents reaction to Early Years Foundation Stage, respondents gave a variety of answer including anxiety about learning goals, expectations of formal and informal learning, general lack of awareness and disinterest. (PRE-SCHOOL, 2003) Adult anxiety about pushing children on in their development makes disadvantages of expecting too much of children in Early Years Foundation Stage and failing to notice and acknowledge how able they are already. Compare and contrast national curriculum and early Years of foundation Stage The National Curriculum is consisting of three core or saturated subjects: English, Mathematics and Science and seven non core subjects: Geography, Art, Music, History, Physical Education, IT, and Design and Technology, as well as additional desires such as Sex education and Religion Education and non statutory guidance such as citizenship, P.S.H.E and foreign language. All these subjects are prearranged into four key stages For each key stage, programmes of study set out what pupils should be taught, and attainment targets set out the expected standards of pupils performance. (DCSF, 1999) In order for the students to achieve the attainment targets, the programmes of study specify what students must be educate in each subject at each key stage, and provide the foundation for planning schemas of work. Attainment targets plan the accepted standards of students performance. They range from level 1 to level 6 and are a way of evaluating students achievement. Levels of descriptions provide the basis for making judgements about pupils performance at the end of key stages 1, 2 and 3. At key stage 4, national qualifications are the main means of assessing attainment in National Curriculum subjects. (DCSF, 1999) Within national curriculum teachers required to plan and prepare a lecture before they perform it. The purpose of planning is all staff are working as a team and planning together in order to assure the children, parents, Government and inspectors that all staff are distributing the National curriculum. National curriculum contains of 3 kinds of terms: long term (year plans and key stage), medium term (half term plans or term plans) and short term (daily or weekly plans). Within national curriculum children need to be assess by teachers. Children assessed by doing national tests at age seven to eleven ,and then S.A.T.S are made public in union tables and checked by Offset inspectors, that helps teachers to find out what children have learned and achieved, over specific period of time. Early Years Foundation Stage Government has set the early years foundation stage guide for children 3 to 5 years teachers. Within Early Years Foundation Stage there are 6 main areas of learning. There are 6 areas of learning within the Foundation Stage: Personal, social and emotional development: is about children knowing who they are, what they like and dislike, where they can fit in as well as feeling safe and good about themselves, being able to make friendship, communicate and socialise with other children, learn to share and help each other and emotional welfare. It is also about developing respect for others, social skills and a positive attitude towards learning. Communication, language and literacy includes speaking, communication and listening in different circumstances. The communication skills provide the ability to children to communicate and participate more fully within their society. Mathematical development a childs development can build up out of every day experiences in a vast and aesthetic atmosphere. Childrens developments could be through songs, stories, imaginative play games, so that children enjoy using and experimenting with numbers larger than 10. Knowledge and understanding of the world children need to gain and develop the essential skills knowledge and understanding that help them understand the world. Physical development helps the children to gain confidence in what they can do and enables them to feel active and healthy. Creative development Being creative helps children to express emotions and feelings in different ways such as music, art, dance, imaginative play and role play. Play is the key of childrens development in Early Years Foundation Stage curriculum. Through play children explore and experience the world around them they learn to share, socialise and interact with other children. Practitioners must constantly be thinking how they can apply the methods of learning into every area of learning, so they must prepare a plan for every lesson. Within Early Years Foundation Stage curriculum there are 3 ways of planning; long term (for whole year)medium term(half term, terms) and short term (week or each session).the practitioner are responsible to ensure that all 6 area of learning are fully covered by using documents such as observation or record of childrens progression. In addition they should make sure all the work is suitable to each individual needs. Conclusion Overall both Early Years Foundation Stage and the National Curriculum provide a wide variety of subject for children to learn and grasp, however due to the child ability children might find some subjects easier to understand than others. As long as the right teaching methods are implementing at appropriate times, children should be able to get a lot out of learning not just for educational reasons but also developmental. In conclusion, childrens should be entitled to a suitable curriculum and protected from discrimination in any case of social, gender, class, culture, ethnicity and disability. References 1) DCSF, 1999. Progress in national curriculum levels [Online]. Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/245463 [Accessed 10/04/2010]. 2) PRE-SCHOOL, 2003. EYFS- what our members think [online]. Available at: http://www.pre-school.org.uk/practitioners/research/349/eyfs-what-our-members-think [Accessed 8/04/2010]. 3) QCDA, 1999.Information and communication technology [online] available at: http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/ict/keystage1/index.aspx [Accessed 10/04/2010]. 4) QCDA,1999. Science [Online]. Available at: http://curriculum.qcda.gov.uk/uploads/Science%201999%20programme%20of%20study_tcm8-12062.pdf [Accessed 10/04/2010] 5) WARD, H.RODEN, J.HEWLETT, C, 2005.Teaching science in primary classroom: a practical guide. LONDON: SAGE Publications Ltd.

Andy Warhols Impact on Art Essay -- Artist Art

Andy Warhol's Impact on Art Andrew Warhola was born August Sixth, 1928, in Pittsburgh Pennsylvania. He was the youngest son of Julie and Andrej Warhola, both immigrants from Czechoslovakia. After a quiet childhood spent alternately alone and in art classes, Andrew went to college. He then got a job doing commercial art, largely advertisements for large companies. Over time his name was shortened and Andy Warhol changed the face of modern art. Through his silver lined Factory and the many people who frequented it a revolution was born. This paper will discuss some of these people and examine the impact they all made on modern art. Ruska Dolina was a small Ruthenian suburb of Pittsburgh. It was populated with, of course, eastern European immigrants. Andy Warhol was born into this very close-knit neighborhood speaking his parent's native tongue. Julia Warhola was herself a bit of an artist, in later years she would collaborate with her youngest son. Andrej Warhola worked in the great steel mills of Pittsburgh. The Warhola household was very typical of the times. Julia would stay home, cook, and read to her boys while Mr. Warhola worked in a steel mill sweatshop with hundreds of other immigrants. The family was strictly Eastern Orthodox Catholics. On Sunday, the day of rest, no one was allowed to move. These days were passed indoors with Mrs. Warhola telling stories to the boys. Like most children, Andrew collected the pictures and posters of various celebrities that would define such a body of his work in later years. Andrew was a rather small boy. In interviews Andy Warhol said that he was pale and scrawny and that he was thusly bullied on several occasions by his classmates. When he was fourteen Andrew's father died of tuberculosis, a common malady of the times, especially for the profession. This had a profound affect on young Andrew. As was the Orthodox tradition, the body was laid out in the house for three days of mourning and visitation. During this span Andrew hid under his bed refusing to look at his father's body. Despite the poorly paying job, Andrej managed to set aside money for college. However, he saved only enough to send one child, and the general consensus was that this would be Andrew. In Fifth grade Andrew started attending the free Saturday classes that the Carnegie Institute taught. It is noted that even then... ...as that Ginsburg communicated with writing, while Warhol stuck mainly to his art. Ken Kesey was also a Beatnik regular. Perhaps crazier than the rest, he still managed to write arguably the most sensible book. When chronicled in On the Road, Ken Kesey was the insane Dean Moriarty. Given this character, he most likely would have fit right in at the hectic, hedonistic scene of the Factory in the early Nineteen-Sixties. Each of the artists mentioned here met Andy Warhol at different phases of his career. While the majority of them were seen at the infamous Factory, some came both before and after. Regardless of where they met and knew Warhol, they each had their own individual lessons and impacts. Jean-Michel Basquait was perhaps the last artist to come around and really know Andy Warhol. Julia Warhol was certainly the first. In between were very many amazing artists, almost too many artists to talk about. The most important, of course, have been mentioned in this paper. Andy Warhol is a man still impacting art long after his death. His visionary style changed forever the face of both commercial art and gallery art. Hopefully this paper communicated a bit of that genius.