The Character of Mrs. Mallard in The Story of an Hour by Kate Chopin Es

The Character of Mrs. Mallard in The Story of an Hour by Kate Chopin In "The story of an Hour," Kate Chopin reveals the complex character, Mrs. Mallard, In a most unusual manner. THe reader is led to believe that her husband has been killed in a railway accident. The other characters in the story are worried about how to break the news to her; they know whe suffers from a heart condition, and they fear for her health. On the surface, the story appears to be about how Mrs. Mallard deals with the news of the death of her husband. On a deeper level, however, the story is about the feeling of intense joy that Mrs. Mallard experiences when she realizes that she is free from the influences of her husband and the consequences of finding out that her new-found freedom is not to be. At First, Mrs. Mallard seems to be genuinely affected by her grief: "She wept ar once, with sudden, wild abandonment....When the storm of grief had spent itself she went away to her room alone. SHe would have no one follow her". At this point in the story, the reader is abl e to look into the mind of Mr...

language :: essays research papers

What is the Language of Thought Hypothesis? LOTH is an empirical thesis about the nature of thought and thinking. According to LOTH, thought and thinking are done in a mental language, i.e. in a symbolic system physically realized in the brain of the relevant organisms. In formulating LOTH, philosophers have in mind primarily the variety of thoughts known as ‘propositional attitudes’. Propositional attitudes are the thoughts described by such sentence forms as ‘S believes that P’, ‘S hopes that P’, ‘S desires that P’, etc., where ‘S’ refers to the subject of the attitude, ‘P’ is any sentence, and ‘that P’ refers to the proposition that is the object of the attitude. If we let ‘A’ stand for such attitude verbs as ‘believe’, ‘desire’, ‘hope’, ‘intend’, ‘think’, etc., then the propositional attitude statements all have the form: S As that P. LOTH can now be formulated more exactly as a hypothesis about the nature of propositional attitudes. It can be characterized as the conjunction of the following three theses (A), (B) and (C): (A) Representational Theory of Mind (RTM): (cf. Field 1978: 37, Fodor 1987: 17) (1) Representational Theory of Thought: For each propositional attitude A, there is a unique and distinct (i.e. dedicated)[1] psychological relation R, and for all propositions P and subjects S, S As that P if and only if there is a mental representation #P# such that (a) S bears R to #P#, and (b) #P# means that P. (2) Representational Theory of Thinking: Mental processes, thinking in particular, consists of causal sequences of tokenings of mental representations. (B) Mental representations, which, as per (A1), constitute the direct "objects" of propositional attitudes, belong to a representational or symbolic system which is such that (cf. Fodor and Pylyshyn 1988:12-3) (1) representations of the system have a combinatorial syntax and semantics: structurally complex (molecular) representations are systematically built up out of structurally simple (atomic) constituents, and the semantic content of a molecular representation is a function of the semantic content of its atomic constituents together with its syntactic/formal structure, and (2) the operations on representations (constituting, as per (A2), the domain of mental processes, thinking) are causally sensitive to the syntactic/formal structure of representations defined by this combinatorial syntax. (C) Functionalist Materialism. Mental representations so characterized are, at some suitable level, functionally characterizable entities that are realized by the physical properties of the subject having

Julius Caesar Essay

He says â€Å"If then that friend demand why Brutes rose against Caesar, this is my answer: Not that I loved Caesar less, but that I loved Rome more. † (Ill. Ii. 2022). Brutes here says that he did not kill Caesar because he did not like him, but he put Rome before Caesar in importance and thus killed Caesar for the better of Or me. Another example is â€Å"Had you rather Caesar were living, and die all slaves, than that Ca sear were dead, to live all free men? â€Å"(all. Ii. 2324).Even though nobody was a slave when Caesar w as alive, Brutes takes extra precaution because what he said could have happened so Brutes decided to kill Caesar in order for the of Rome to remain free, which tells readers that Brut s did not kill out of jealousy or for power but to make Rome the best it can be. The last example t hat supports Disraeli quote is â€Å"†¦ As I slew my best lover for the good of Rome, I have the s name dagger for myself, when it shall please my country to need my death. â€Å"(all. Ii. 4547).Based on the quote, Brutes is saying that he will kill himself when he finds it necessary for Rome if he becomes the same as Caesar. Career's rule or power also supports Disraeli quote because whatever Cases does, it is mostly for the good of the common people or the plebeians. Antonym reads his will and says, â€Å"To every Roman Citizen he gives / To every several men, seventies drachmas. â€Å"(ill. Iii. 243244). Caesar would not have done this if he was truly corrupt,Caesar did this â€Å"to sec urea the social welfare of the People. He cares about Rome than anything else and always SST rived to make the citizens, especially the lower or poor class, happier and better people. Another r example in which it again came from the will read by Mark Antonym says, â€Å"Moreover, he hath left o all his walks / His private arbors, and new planted orchards/ On this side Tiber; he hath left them you / And to your heirs forever: common pleasures / To walk abroad and recreate yourselves(all. Iii. 49253). And Mark Antonym ends with, â€Å"Here was a Caesar! When comes such another? † (Ill. Iii. 254). Caesar in the eyes of everybody was a great ruler and was a very honorable man. Going back to the will, Caesar leaves all his luxuries to the common people for them to enjoy y, and that right their is a ruler who truly cared about his people and uses his power for the be term of Rome. Lastly, the conspirators actions in killing Caesar support Disraeli quote.All the conspirators want to kill Caesar for the good of Rome, and Cassias wanted pep arsenal power not because of jealousy, but because everybody thought Cassias very lowly com eared to Caesar as described in this quote, â€Å"†¦ Did the tired Caesar. And this man Is now become a god, and Cassias is A wretched creature, and must blend his body If Caesar carelessly b UT nod on 1511 8). Cassias got no respect in saving Caesar from drowning in t he river, everybody looked dow n upon him like he was worth nothing.All the other co inspiration were friends with Caesar until Cassias convinced them to take sides with him and b reek away from Caesar. When Brutes joined, they decided how to kill Caesar and Cassias prop used to kill Mark Antonym but Brutes being the good man he was said to Cassias it would be too bloody because he wants the citizens to look upon them as honorable people, not murderers an d traitors. After Brute's speech, all the plebeians said â€Å"Live, Brutes! Live, Live! â€Å"(all. Ii. 49).If the c moon people thought Brutes killed Caesar out of pure greed and jealousy, than the people would probably not have spared Brutes but the people are convinced that Brutes kill ‘s Caesar not because of hatred but for the better of Rome. In conclusion, Benjamin Disraeli quote,†Power has only one duty secure the e social welfare of the People. † was supported by Brute's Justification in killing Cases r, Career's rule and will, and t he conspirators. True leaders and truly great men use power to truly do good things rather than taking advantage of it and becoming corrupt. Julius Caesar Essay

Children Education Special Needs Essay

This first chapter introduces you to an area of education that has greatly affected the lives of countless children in positive way. Together we will take a look at the radical change of thought that has taken place, not only in this country, but also in other parts of the world. This, in turn, has influenced our understanding of how we identify children who require special needs. Here you will see the unfolding scenario that greatly affects all of us as we are being introduced to various groups who are directly or indirectly associated with these children. They include parents, educators, legislators, and even our leaders. But in the very central spotlight are the children who are exceptional or who need special services. As you become acquainted with new terminology, keep your focus on the major trends outlined, especially as these are interwoven into later chapters, as they highlight issues related to groups of children with specific needs or exceptionalities. Focusing Questions 1. How have perspectives on treating individuals with special needs changed over time? 2. What are the major forces that affect individuals with special needs development? 3. How have families been instrumental in obtaining services for individuals with special needs or exceptional children? 4. What trends show that individuals with special needs or exceptional individuals are becoming more integrated into society? Chapter Outline 1. Who are the individuals with special needs or exceptional children? 2. Characteristics of those with special needs or Exceptional Children 3. Identifying students with special needs 4. Methods of educational provisions 5. Instructional strategies 6. Changing perspectives on special needs children or exceptional children 7. Environmental influences on special needs children or exceptional individuals 8. Families of special needs children or exceptional children 9. The special needs children and the school 10. The special needs children in the society 11. Issues Related To The Special Needs Children 12. Inclusive Education in Malaysia: Country Report 1. Who Are the Exceptional Children or Children with Special Need 2. Who Are the Exceptional Children or Children with Special Need Special education is the education of students with special needs or exceptional children in a way that addresses the students’ individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community. Some of the common special needs of these children include: challenges with learning, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disorders. Special needs students benefit from additional educational services such as different approaches to teaching, use of technology, a specifically adapted teaching area, or resource room. We define a child with special needs or exceptional child as a child who differs from the average or normal child in 1) mental characteristics, 2) sensory abilities,  3) communication abilities, 4) behavior and emotional development, 4) children with multiple and severe handicapping conditions, or 5) physical characteristics. These differences must occur to such an extent that in order to develop his or her unique capabilities, the child requires a modification of school practices, or special educational services. Perhaps the definition given is quite general. You might be asking: what is meant by average or normal? What is special education? How do we decide whether the child requires special education services or not? 2. CHARACTERISTICS OF SPECIAL NEEDS OR EXCEPTIONAL CHILDREN 2. CHARACTERISTICS OF SPECIAL NEEDS OR EXCEPTIONAL CHILDREN Children are considered educationally exceptional only when it is necessary to alter the educational program. As an example, a child is considered exceptional if he or she is unable to read or to master learning in the traditional way; or a child becomes bored by what is being taught in the classroom because he or she is far ahead of others. The term exceptional child can mean different things in education, in psychology, or in other disciplines. In education we usually group children of similar characteristics for instructional purposes. Some typical groupings are as follow: 1. Intellectual differences: This includes children who have high intellectual abilities as well as those who are slow to learner 2. Sensory differences: This includes children with auditory or visual impairments or disabilities 3. Communication differences: This includes children with learning disabilities, or speech and language disabilities 4. Behavior differences: This includes children who are emotionally disturbed or socially maladjusted. 5. Children with multiple and severe handicapping conditions: This includes children with combinations of impairments (for example – cerebral palsy and mental retardation; deafness and blindness) 6. Physical differences. This includes children with non-sensory disabilities that impede mobility and physical vitality When discussing a child as learner, we need to look at the complete portrait of the child itself, including the social and family context in which the child lives. These are the complex and unique forces which influence the child individuality. Once we recognize this, it is easier to choose the most appropriate instructional strategies and the most suitable learning environment. 3. IDENTIFYING STUDENTS WITH SPECIAL NEEDS 3. IDENTIFYING STUDENTS WITH SPECIAL NEEDS Some children are easily identified as candidates for special needs from their medical history – diagnosed with a genetic condition that is associated with mental retardation, brain damage, developmental disorder, visual or hearing disabilities, or other disabilities. Less obvious identification are students with learning difficulties. Two primary methods have been used for identifying them: i. discrepancy model – depends on the teacher noticing that the students’ achievements are noticeably below what is expected, and ii. response to intervention model – which advocates to earlier intervention. In the discrepancy model, a student receives special educational services for a specific learning difficulty (SLD) if the child has at least normal intelligence, and his academic achievement is below what is expected of with his or her intelligent quotient (IQ).. The discrepancy model recently has been criticized among researchers because diagnosing SLDs on the basis of the discrepancy between achievement and IQ does not predict the effectiveness of treatment. Low academic achievers who also have low IQ appear to benefit from treatment just as much as low academic achievers who have normal or high intelligence. Therefore an alternative approach has been identified. This approach i. identifies children who are having difficulties in school in their first or second year after starting school. ii. provides problematic children with assistance such as participating in a reading remediation program. iii. focuses on responses of these children on the intervention provided, then determines whether they are designated as having a learning disability. iv. ensures that those few who still have trouble may then receive designation and further assistance. Many experts believe that i. early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities. ii. the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses and iii.most parents and teachers place undue emphasis on academics In helping these children, their individual needs should be given a priority. Some of the critical issues need to be taken into considerations are: i. Services for these children should be customized to address each individual student’s unique needs. ii. Special educators should provide a continuum of services, in which students with special needs receive services in varying degrees based on their individual needs iii. Programs need to be individualized so that they address the unique combination of needs in a given student iv.Educational professionals need to use Individualized Education Programs (IEP) when referring to a student’s need v. They are being assessed for educational purposes i. e. to determine their specific strengths and weaknesses vi. All placement, resources, and goals are determined on the basis of the student’s needs vii. Should plan for accommodations and modifications to the regular program which include changes in curriculum, supplementary aides or equipment, and the provision of specialized physical adaptations that allow students to participate in the educational environment to the fullest extent possible. 4. METHODS OF EDUCATIONAL PROVISION 4. METHODS OF EDUCATIONAL PROVISION This can be broadly grouped into four categories, (using North American terminology): i. Inclusion: Students with special educational needs spend all, or at least more than half, of the school day with students who do not have special educational needs. Since inclusion can require substantial modification of the general curriculum, most schools use it only for selected students with mild to moderate special needs. Specialized services may be provided inside or outside the regular classroom, depending on the type of service. Students may occasionally leave the regular classroom to attend smaller, more intensive instructional sessions in a resource room, or to receive other related services that might require specialized equipment or might be disruptive to the rest of the class, such as speech and language therapy, occupational therapy, physical therapy, or might require greater privacy, such as counseling sessions with a social worker. ii. Mainstreaming: The practice of educating students with special needs in classes with non-disabled students during specific time periods based on their skills.  iii. Segregation: The practice of educating students in a separate classroom or special school. Some of the typical features are: * students with special needs spend no time in classes with non-disabled students * students may attend the same school where regular classes are provided, but spend all instructional time exclusively in a separate classroom for students with special needs * if their special class is located in an ordinary school, they may be provided opportunities for social integration outside the classroom, e.g. , by eating meals with non-disabled students iv. Exclusion: A student who does not receive instruction in any school is thus excluded from school. Exclusion may be described as * Those children with special needs which have been excluded from school, and such exclusion may still occur where there is no legal mandate for special education services, such as in developing and under developed countries * Children who are sick and need to be hospitalized; housebound children, or those detained by the criminal justice system. These children may receive one-on-one instruction or group instruction in hospital, at home, or the place where they are being detained. However, students who have been suspended or expelled from schools are not considered excluded in this sense. 5. INSTRUCTIONAL STRATEGIES 5. INSTRUCTIONAL STRATEGIES Different instructional techniques are used for some students with special educational needs. Instructional strategies are classified as being either accommodations or modifications. An accommodation is a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is accessible to the student. Accommodations may be classified by whether they change the presentation, response, setting, or scheduling. For example, the school may accommodate a student with visual impairments by providing a large print textbook. This is known as a presentation accommodation. Examples of accommodations i. Response accommodation. Typing homework assignments rather than hand-writing them (considered a modification if the subject is learning to write by hand). Or by having someone else write down answers given verbally. ii. Presentation accommodation. Listening to audio books rather than reading printed books. Agencies like Recording for the Blind and Dyslexic and RNIB National Library service in the UK provide a variety of titles on tape and CD. These may be used as substitutes for the text, or as supplements intended to bolster the students’ reading fluency and phonetic skills. Similar options include designating a person to read text to the student, or providing text to speech software. Others include designating a person to take notes during lectures, using a talking calculator rather than one with only a visual display. iii. Setting accommodation. Taking a test in a quieter room. Moving the class to a room that is physically accessible, e. g. , on the first floor of a building or near an elevator; or arranging seating assignments to benefit the student, e. g. , by sitting at the front of the classroom. iv. Scheduling accommodations. Students may be given rest breaks or extended time on tests (may be considered a modification, if speed is a factor in the test). All developed countries permit or require some degree of accommodation for students with special needs, and special provisions are usually made in examinations which take place at the end of formal schooling. A modification changes or adapts the material to make it simpler. Modifications may change what is learned, how difficult the material is, what level of mastery the student is expected to achieve, whether and how the student is assessed, or any another aspect of the curriculum. For example, the school may modify a reading assignment for a student with reading difficulties by substituting a shorter, easier book. A student may receive both accommodations and modifications. Examples of modifications i. Skipping subjects: Students may be taught less information than typical students, skipping over material that the school deems inappropriate for the student’s abilities or less important than other subjects. For example, students whose fine motor skills are weak may be taught to print block letter and not cursive handwriting. ii. Simplified assignments: Students may read the same literature as their peers but have a simpler version, for example Shakespeare with both the original text and a modern paraphrase available. iii. Shorter assignments: Students may do shorter homework assignments or take shorter, more concentrated tests, e. g. 10 math problems instead of 30. iv. Extra aids: If students have deficiencies in working memory, a list of vocabulary words, called a word bank, can be provided during tests, to reduce lack of recall and increase chances of comprehension. Students might use a calculator when other students are not. v. Extended time: Students with lower processing speed may benefit from extended time in assignments and/or tests in order to comprehend questions, recall information, and synthesize knowledge. In addition to how the student is taught the academic curriculum, schools may provide non-academic services to the student. These are intended ultimately to increase the student’s personal and academic abilities. Related services include developmental, corrective, and other supportive services as are required to assist a student with special needs. This includes speech and language pathology, audiology, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling, orientation and mobility services, medical services as defined by regulations, parent counseling and training, school health services, school social work, assistive technology services, other appropriate developmental or corrective support services, appropriate access to recreation and other appropriate support services. In some countries, most related services are provided by the schools; in others, they are provided by the normal healthcare and social services systems. As an example, students who have autistic spectrum disorder, poor impulse control, or other behavioral challenges may learn self-management techniques, be kept closely on a comfortingly predictable schedule, or given extra cues to signal activities. 6. CHANGING PERSPECTIVES ON SPECIAL NEEDS CHILDREN 6. CHANGING PERSPECTIVES ON SPECIAL NEEDS CHILDREN In the nineteenth and twentieth century, medical profession was the first profession that gave significant attention to exceptional children. The attention was on the unique characteristics of the children that helped to diagnose their condition and treatment. They gave very little attention to the environment, the family, the culture and its influences on those children. For example if a child was blind or mental retarded, it was accepted that the problem was entirely within the child. The basic problem was to find ways to help the child adapt to the surrounding world. As programs for exceptional children expanded, it became clear that exceptional child involved a mix of the individual’s characteristics which needed to  take into account the demands of the environment on each individual. With this, the concept of exceptionality moved from a medical model, which implies a physical condition or disease within the patient, to an ecological model which sees the exceptional child in complex interaction with environmental forces. 7. ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS CHILDREN ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS 7. ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS CHILDREN ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS. ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS In order to understand exceptional children, we have to understand the environment in which the child exists. The child is at the center of a complex network of forces: the family, the school, and the larger society. As the child develops, the impact of each of these forces changed. For example, the family may be very important in early years, but in later years, school and society become more important. Even though t he influence of parents on the child is undisputable, bur psychologists and educators also believe that children have a powerful influence on their parents. A child who is hyperactive or has difficulty giving attention can create negative reaction among other members of the family. This will increase the child problem. Thus we need to look at both the effects of the family and the personal characteristics on the child. On the other hand, the school environment exerts a significant influence on the developing individual. Social forces and values can also influence exceptional children. The acceptance or non acceptance of the society on the handicapped children can affect the parents to cope with the exceptional child. Thus we can say that family, school, and society leave greater impact on the ability to cope with exceptionality than the individual or the nature of the exceptionality itself. 8. FAMILIES OF SPECIAL NEEDS CHILDREN 9. FAMILIES OF SPECIAL NEEDS CHILDREN One of the important elements in the ecological setting of any child is the family. For the exceptional child, the critical role of the family environment is more visible. For normal or able-bodied person, it is difficult to understand what it is like to have a handicapping condition. We can try to understand physical handicap, blindness and deafness through simulation. But still to those who have been handicapped from birth they do not have the visual, auditory and motor memories to help them. In fact it is harder to imagine what it is like to be mentally retarded – i. e. not to understand what is going on around them. Imagine failing at almost every tasks and what that does to an individual. Similarly it is hard to grasp the problems of the gifted of superior ability child, who cannot understand why others cannot see what is so obvious to him or her. Having exceptional children can happen to anyone, regardless of educational background, family status or financial standing. Society at large has begun to appreciate the pain and stress of parents having a child who is handicapped, and to realize the important of external support to maintain their equilibrium under those circumstances. Most parents with a severely handicapped child must cope with at least two major crises. The first is the symbolic death of the child who was to be – the loss of their dreams and hopes. Expectant parents have high hope for the unborn child – for success, for education, and for financial security. The second crisis is more challenging: the problem of providing daily care for their exceptional child. For example, the child who is autistic or cerebral palsied is often difficult to feed, to dress, and to put to bed. The thought that the child is not going to go through normal developmental process weighs heavily on them. 9. THE SPECIAL NEEDS CHILDREN AND THE SCHOOL 9. THE SPECIAL NEEDS CHILDREN AND THE SCHOOL School is not only a center for learning but also a social training ground. School provides opportunities for the child to develop skills and knowledge that will allow him to adapt to the society, to respond to adult requirements, to interact with his peers, to form friendships, and to learn how to work cooperatively with others. For exceptional children school becomes particularly important in getting special kinds of assistance to become productive adults. Schools should carry out the responsibilities of providing a free public education for all children. In the past handicapped students have been deprived of the education because of the perception that these children did not fit into the established program. However in recent decades the schools have accepted their role more positively in giving equal education for all. 10. THE SPECIAL NEEDS CHILDREN IN THE SOCIETY 10. THE SPECIAL NEEDS CHILDREN IN THE SOCIETY. The most revolutionary changes over the last few decades were the society’s view and acceptance of exceptional individuals as contributing members of society. However, it is helpful to understand the history of special needs children. The concept of giving education to every child to the highest performance possible is relatively new idea. The use of the term exceptional is itself a reflection of radical change in society’s view of those who differ from the norm. There are roughly four stages in the development of social attitudes toward children and adult with handicaps: 1. During the pre-Christian era where handicapped children were neglected or mistreated. 2. During the spread of Christianity, those children were protected and pities. 3. In the eighteenth and nineteenth centuries where institutions started to be established to provide separate education for exceptional children 4. In the latter part of twentieth century, we see a movement toward accepting people with handicaps and integrating them into society to the fullest extent possible. 11. ISSUES RELATED TO THE SPECIAL NEEDS CHILDREN 11. ISSUES RELATED TO THE SPECIAL NEEDS CHILDREN. 1. At-Risk Students At risk students (those with educational needs that are not associated with a disability) are often placed in classes with students who have disabilities. Critics assert that placing at-risk students in the same classes as students with disabilities may impede the educational progress of people with disabilities. Some special education classes have been criticized for a watered-down curriculum. [ 2. Inclusion The practice of inclusion (in mainstream classrooms) has been criticized by advocates and some parents of children with special needs. This is because some of these students require instructional methods that differ from typical classroom methods. Critics assert that it is not possible to deliver effectively two or more very different instructional methods in the same classroom. As a result, the educational provision for these students who depend on different instructional methods in order to learn often fall even further behind their peers. Parents fear that their children would continue to lack behind from the rest of the class and thereby impair the academic achievements of all students. (NOTE: Discussion on Country Report) 3. Eligibility Criteria Some parents, advocates, and students have concerns about the eligibility criteria and their application. In some cases, parents and students protest the students’ placement into special education programs. For example, a student may be placed into the special education programs due to a mental health condition such as obsessive compulsive disorder, depression, anxiety, panic attacks or ADHD, while the student and his parents believe that the condition is adequately managed through medication and outside therapy. In other cases, students whose parents believe they require the additional support of special education services are denied participation in the program based on the eligibility criteria. 4. Severely disabled children It is debated whether it is useful and appropriate to attempt to educate the most severely disabled children, such as children who are in a persistent vegetative state. While many severely disabled children can learn simple tasks, such as pushing a buzzer when they want attention, some children may be incapable of learning. Some parents and advocates say that these children would be better served by substituting improved physical care for any academic program. 13. INCLUSIVE EDUCATION IN MALAYSIA: COUNTRY REPORT MINISTRY OF EDUCATION MALAYSIA 14. INCLUSIVE EDUCATION IN MALAYSIA: COUNTRY REPORT MINISTRY OF EDUCATION MALAYSIA National Education Philosophy * To reinforce the direction and goals of national education. * It emphasises holistic and integrated education. * To nurture well-balanced students physically, emotionally, spiritually and intellectually Vision: Excellent Schools and a Glorious Nation. Mission: Developing Individual Potential through Quality Education Overview of the system: INCLUSIVE EDUCATION: Welcome all learners regardless of their characteristics or disadvantages and addressing the diverse needs of all learners by reducing barriers within the learning environment. Adopting more holistic definition of inclusive education Inclusive education means that all students in a school, regardless of their differences, are part of the school community and can feel that they belong. The mandate to ensure access, participation and achievement for every student is taken as given. (Department of Education, Tasmania, 2006) Building †¦ a school community where students are not only valued and respected but also involves social connectedness and creates a feeling of belonging among the students (DISABLED + NON DISABLED). Inclusive education in Malaysia is illustrated by the opportunity to gain access (without gender bias) to quality education for all, including ‘At Risk’ children/adults, namely: * Children with special education needs; * Indigenous children (Orang Asli & Penans); * Children in hospitals (Schools in Hospital); * Young convicts and juveniles (IS & HGS); * Undocumented or stateless children; and * Indigenous adults (Adult education classes) Malaysia Embraces Inclusive Education * 2003: Compulsory primary education * 2008: Free education or fully funded schooling (No school fees or examination fees) * Support program: Textbooks-on-loan, boarding facilities, scholarships, allowances, food & nutrition and school health. * Curricula for specific groups: Modified/alternative curriculum for children with special needs, special curriculum for indigenous pupils and special learning modules for indigenous adults * Remedial and enrichment programs to reduce gaps in 3Rs. LEGISLATION ACT 550 – EDUCATION ACT (1996) Chapter 3 – Compulsory Education: Minister to provide primary education for all 29A. (1) The Minister may, by order published in the Gazette, prescribe primary education to be compulsory education. Chapter 8 – Special Education 40. The Minister shall provide special education in special schools established under paragraph 34(1) (b) or in such primary or secondary schools as the Minister deems expedient. Power to prescribe the duration of and curriculum on special education 41. (1) Subject to subsections (2) and (3), the Minister may by regulations prescribe —. (a) the duration of primary and secondary education suitable to the needs of a pupil in receipt of special education; (b) the curriculum to be used in respect of special education; (c) the categories of pupils requiring special education and the methods appropriate for the education of pupils in each category of special schools; and (d) any other matter which the Minister deems expedient or necessary for the purposes of this Chapter. Below are illustrations of the acts: ACT 685 – PERSONS WITH DISABILITIES ACT PWDs (Persons with disabilities) (2008). 36. (1) The Government and the private healthcare service provider shall make available essential health services to persons with disabilities which shall include the following: a. prevention of further occurrence of disabilities, immunization, nutrition, environmental protection and preservation and genetic counselling; and b. early detection of disabilities and timely intervention to arrest disabilities and treatment for rehabilitation INTERNATIONAL LEGISLATION a. Convention on the Rights of the Child, UNESCO (12th December 1989) b. Jomtein World Conference on Education for All, UNESCO (1990) Article 1: Meeting Basic Learning Needs Every person – child, youth and adult – shall be able to benefit from educational opportunities designed to meet their basic learning needs c. Salamanca Statement 1994: School should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions d. Dakar Framework for Action (2000) Article 7(i): Expanding and improving comprehensive early childhood care and education for the most vulnerable and disadvantaged children e. Biwako Millennium Framework for Action 2002: Towards an Inclusive, Barrier Free & Right-based Society for Persons with Disabilities f. Convention on the Rights of Persons with Disabilities 2006 TYPES OF CHILDREN WITH LEARNING DISABILITIES 1. Children with Pervasive Development Disorders (PDD), Autism, Asperger Syndrome, Rett Syndrome, Childhood Disintegrative Disorder or PDD-NOS. 2. Children with Specific Developmental Disorders – Speech & Language, Cognitive Skills, Motor Function and mixed specific developmental disorders. 3. Children with chromosomal disorder : (Angelman/Prader Willi Syndrome, Down Syndrome , Klinefelter Syndrome†¦) 4. Children with other Developmental Disorders (Apert Syndrome, Goldenhar, Syndrome, Noonan Syndrome†¦) 5. Children with Specific Learning Difficulties – Dyslexia, Dyspraxia, Dyscalculia, Dysgraphia, etc. 6. Children with Emotional Behavioural Difficulties – ADD, ADHD, CD, ODD, etc. 7. Children with multiple disabilities. EARLY IDENTIFICATION & INTERVENTION Early Identification a. Literacy and Numeracy Screening (LINUS) b. Checklist (Screening instrument) : Identify children for special needs to be referred for diagnosis by registered doctors EARLY AND TIMELY INTERVENTION a. Special Education -. * Trained teachers, teaching styles, classroom environment, curriculum, extracurricular activities and assistive devices. * Special Education Service Centres Special Education Service Centre: a. Facilities: * Audiology room * Low vision room * Occupational therapy room * Physiotherapy room * Psychology room * Multi-sensory room * Common Rehab Corner and * Toy library. b. Personnel: * Audiologist * Speech pathologist * Peripatetic * Physiotherapist * Occupational Therapist * Educational and/or Clinical Psychologist. c. Services: * Audiology * Individual/Group Speech Therapy * hearing aids and Braille maintenance * low vision and mob.

Did the Ancient Greek Gods Exist Essay

The Ancient Greeks regarded their religion and mythology with much respect and loyalty. Although the Ancient Greek Gods are now seen as an explanation created by man, for natural forces and the world around us, there has been much evidence both for and against the debate that these Gods were real. The Greeks believed that the Earth was created with the birth of Gaia, or Mother Earth, from the dark void known as Chaos. It was believed that Gods were all-powerful giants and heroes, who were responsible for our creation. The Olympians were a younger race of Gods led by Zeus, who eventually overthrew the formidable Titans, led by Zeus’ tyrannical father Cronus. Once in power, the Olympians, named after their home Mount Olympus, were each given certain responsibilities and powers over natural forces and aspects of life. Such as the sky, ocean, death and war. Many have debated that the Gods have made their presence clear, through their influencing and intervening with our history and punishments that they have cast upon us. Whereas others argue that they were mere stories told to inspire others, teach morals and explain the unknown. The mythology of the Gods were mainly passed on through stories and supported with archaeological evidence, the main literary account was by Homer and his two epic poems. Although they mainly accounted for the events surrounding the Trojan War, they include much proof on the impact and influence the Gods had on Ancient Greek history. In Homer’s epic poem Illiad, Zeus is shown sending Agamemnon a false dream, thus influencing his military decisions during the Trojan war in an attempt to depopulate the Earth. Although the existence of Agamemnon cannot be proven, the city of Troy can be. The archaeological ruins of the city can be found in what is now known as Turkey and shows signs of being destroyed and rebuilt several times, most likely due to an earthquake and even a war, from which there was evidence of much slaughter. The Ancient Greeks worshipped the Gods, believing they had power over everything around them and perceived them as almighty deities. The Gods were believed to have normally taken on human form, exhibiting the same emotions and traits. They were also known for regularly intervening in human history. Many people have argued that like some Ancient Chinese deities, many Gods were in fact based on actual figures of history and that over time, like the Chinese gods, their true identities were simply forgotten and they were continually perceived as almighty gods. Such as Guan Yu, a Chinese general who was deified as the Taoist God of War, during the Sui Dynasty (581-618) for his contributions to the civil war. He continues to be worshipped by the Chinese and is a figure of Chinese folk religion. Like the Greek Gods, Guan Yu is worshipped with alters, ceremonies, sacrifices and festivals. However after many centuries of being seen as a God, many are unaware that he did in fact exist. The Historical Theory, continues to support the idea that all people mentioned in mythology were once real people, only their story is passed on and changed over time. Comparisons have also been drawn with the similarities between the basis of Ancient Greek mythology and its factual history. The Greeks believed that there were three generations of Gods; Uranus and other creation gods, the Titans and the Olympians. Many believe that this is merely a reflection of the three major Ancient Greek civilisations; Minoan, Mycenaean and Hellenic. Even with the Gods, they portray heavy social struggles between threatening communities. Professor Martin P. Nilsson concluded that the Gods were a mere reflection and dramatization of Ancient Greek civilisation. Although the Gods were worshipped for their allegiance, they were also known for their wrath and harsh punishments such as the Minotaur, a ferocious monster with a thirst for blood and the result of a God’s punishment. It all began as a sentence cast by the God, Poseidon, onto the King of Crete, Minos for not sacrificing a prized white bull. To punish him, fellow goddess Aphrodite made Minos’ wife Pasiphae fall in love with a bull hence resulting in the birth of the Minotaur, the unnatural offspring of man and bull. The Minotaur was infamous for its human body and bull head. Uncovered representational arts such as vases, alters and ruins have proven the high amount of bull worship in Crete and even parts of Spain, possibly due to the existence of the Minotaur. However many argue that it was from the bull sensation that came the origins and inspiration for the tale of the Minotaur. The creature eventually grew for a horrific taste for blood, forcing Minos to imprison it in a twisting labyrinth under his palace, Knossos. Several years ago, Oxford university geographer Nicholas Howarth uncovered an underground cave complex consisting of a dark, twisting network of tunnels on the island of Crete, just miles away from the ruins of Knossos. Locally, it is even known as Labyrinthos Caves. The Minotaur was eventually slain by Theseus, a demi-god, further supporting the argument that the Ancient Greek Gods existed. As mentioned, over time people have come to accept the Ancient Greek gods as something the Greeks created to understand the world around them. The Physical theory reinforces this argument, claiming that all mythology and religion is formed from the basis of the natural elements; air, fire and water. Similarities can be seen with that of the Ancient Greek gods, such as Poseidon who was â€Å"God of the Sea† and was believed to have domain over the ocean. Many argued that the Gods were mere symbolic personifications of the uncontrollable nature around us, from which the Ancient Greeks found hope and security. Sigmund Freud’s symbolic communication and dream interpretation suggested that with the proper psyche and desperation, the Greeks could have used the Gods as a verification of control. Many have continued to attempt to interpret the mythology of different ancient civilisations. One of the most successful would be Herodotus, who uncovered the relationships and connections between Ancient Greek, Roman and Egyptian mythologies. He believed that the Ancient Greek Gods were directly inspired by Egyptian mythology. Gods such as Zeus were paired with the Egyptian god Amun. Through historical linguistics, it was believed that these gods actually derived from common archetypes of the Proto-Indo-European religion. Thus concluding that Gods were a mere copy of other cultural religions and myths. Despite the scepticism that many feel towards the argument, the evidence is overwhelming and reinforces the debate that the Gods did exist, whether they were immortal Olympians or simply heroic human beings. As immortal wrathful giants, the gods were able to influence entire battles and punish those they believed evil, whereas if they were only human beings, their story would be able to inspire and teach others heroism and bravery. Although the argument involving the Physical theory and Herodotus is viable, the natural elements are the foundation of life and therefore can be twisted to fit any argument and have similarities found anywhere if one simply looked hard enough. Although we may never learn the truth, the existence of the Ancient Greek gods are more realistic due to the possibilities faced with the idea that they could have been either almighty gods or average human beings.

Bartleby I Would Prefer Not Too

Herman Melville's â€Å"Bartleby, the Scrivener† scrutinizes the impersonal, harsh, and isolating labor conditions in America soon after the industrial revolution. Bartleby is presented as a foil to his repressed and ignorant coworkers: Turkey, Nippers, and Gingernut who participate, however dysfunctionally , in the brutal system. In contrast, Bartleby distinguishes himself to the narrator and the reader as â€Å"the strangest [scrivener] I ever saw or heard of†( ) by rejecting the mundane work of copying legal documents and proof reading them.He embodies passive resistance through the repetition of the response â€Å"l would prefer not to† when faced with a command from his employer. Through the use of key words such as â€Å"would† and â€Å"prefer†, Melville gives Bartleby the appearance of submitting to his employer's, the lawyer's, judgment and authority. This display of subordinance, however, is only an illusion. Bartleby rejects the capitalis t hierarchy on which Wall Street is built and thus also rejects the lawyer's authority. What exactly does Bartleby â€Å"prefer not to do†?He prefers not to comply with the dehumanizing reality of the American capitalist economy. As scriveners, Bartleby and his coworkers live an automaton-like existence, robotically reproducing documents written by others. Unlike Bartleby, however, his coworkers have been indoctrinated into conforming through the never-fully- satisfying reward of wages. As stated by Karl Marx, a German economic revolutionary, â€Å"Capital is dead labor, which, vampire-like, lives only by sucking living labor, and lives he more, the more labor it sucks. (Marx) By â€Å"preferring not to† , Bartleby protests against alienating, mundane labor. The life- sucking effect of capitalism is also demonstrated by Bartlebys previous occupation as â€Å"a subordinate clerk in the Dead Letter Office† ( ). This Job consisted ofa â€Å"pallid hopelessnessâ⠂¬ ( ) of â€Å"continually handling these dead letters and assorting them for the flames†( ). Both of Bartleby's jobs provide no outlet for communication, individuality, creativity or growth.The apitalistic economy has stripped him of his humanity, and he would â€Å"prefer not† to continue taking part in it. By using the phrase, â€Å"l would prefer not to†, Bartlebys also causes the lawyer â€Å"to stagger in his own plainest faith† (1 1 and to doubt the rules upon which his own society is built.

Marble Slab Case Analysis

EXECUTIVE SUMMARY Company: Marble Slab is a company that is famous for making fresh ice cream. It sells its premium prestige ice cream that is made daily with unique toppings. The unique thing about Marble Slab is the customers’ ability to completely customize their ice cream the way that they want to eat it. Instead of having a predetermined flavour, customers are able to mix their flavours of ice cream that they please and put a numerous amount of toppings on them that include Bananas, Strawberries, Bread crumbs etc. They call this Mixins. All of this is done on a giant ice cold marble slab.Marble Slab wishes to give customers a unique experience with a prestigious brand of ice cream. Marble Slab Creamery Inc. was founded in Houston, Texas in 1983. It was independently owned by franchisees across the United States until 2003 when Canadians were granted permission to have franchisees in Canada. In 2007, Marble Slab creamery Inc. was purchased by NexCen Brands Inc. Although Ne xCen owned Marble Slab they played a small role in the daily operations of their locations. Marble Slab has become one of the fastest growing quick serve restaurants with almost 400 locations worldwide.Product: Besides premium ice cream that is made daily, Marble Slab also sells sundaes, milkshakes, ice cream cakes, frozen yogurt and more. Since the ice cream is made fresh at the location it can last up to 30 days. Every location had an offering of 21 different flavours and an endless amount of mixins. And the prices of the products were the same across any of the locations. Price: The prices of Marble Slabs products vary from as low as $4. 95 for an ice cream cone with 1 mixin to a Slab cake for $54. 95 and everything in between.They do have things that are cheaper than the cone with 1 mixin such as brownies, apple pie slices, and even a charge for extra mixins, all of which are under $3. 00. Event catering for an event of at least 200 people will need 2 employees at a cost of $12 per hour, as well as the cost of supplies and the ice cream itself. Place: There are approximately 400 Marble Slab locations worldwide. With many locations in major Urban and Suburban areas throughout Canada and the United States With a potential location in Vaughn, Toronto Annex Area, the Beaches, or Oakville.Promotion: Potential promotional ads in the Toronto Star, Now Magazine Toronto, Pattison Outdoor and on 104. 5 Chum FM. CURRENT MARKET ENVIRONMENT MICRO ENVIRONMENT Industry: Trends: The biggest trend in the ice cream industry as of right now is that most consumers are switching over to a more premium and more expensive ice cream products. An example of this would be the Magnum bar that comes from chocolate imported from Belgium, which has become very popular because of their marketing campaign.Things such as TV Commercials and celebrity endorsements are the reasons for the success of that product. The popularity of impulse ice cream has been decreasing steadily since 2007. Th e reason for this is that people are becoming more health conscience and are not interested in that type of ice cream anymore. Organic ice creams are becoming very popular. People are interested in natural flavors with no artificial colours added. People like the act that these products are not genetically enhanced in any way because, as stated before, people are more health conscious.Chocolate, Vanilla, and Strawberry flavours are still the most popular flavours of ice cream. But this does not mean that consumers are not willing to try new flavours. New flavours are still being created because they are still successful. Competition: Direct: Cold Stone- Cold Stone is pretty much an exact replica of Marble Slab. They offer a premium ice cream with complete customization. They even prepare it on a frozen granite stone. Created over 20 years ago and with over 1,400 stores it is easily one of Marble Slabs direct competitor.Baskin Robins- Baskin Robins is the largest ice cream company in the world. In Canada it has the largest share-of-mind. They serve ice cream, milkshakes, cakes and other products. They are well known for their 31 original flavours and their ice cream is known to be of good quality. A Baskin Robins can be found anywhere from malls to stand alone buildings. It has a large amount of financial resources and is priced similarly to Marble Slab. Dairy Queen- Dairy Queen is mostly known for its famous â€Å"Blizzard† It also serves ice cream and milkshakes and cakes.But it also sells Hamburgers, Hotdogs, and Sandwiches. Dairy queen also has a similar mixins concept that Marble Slap has but at a cheaper price. They also target children with children friendly food options. Indirect: McDonalds- McDonalds is the biggest restaurant chain in the world. McDonalds has a food chain in over 120 countries. They are primarily known for selling Hamburgers and fries but also have ice cream. The most famous of their ice cream meals being the â€Å"McFlurryâ₠¬  Milkshake. McDonalds is a power house and is unstoppable when it comes to promotion of their products.They excel in quick serve food and are definitely the leaders in the food market. A positive for Marble Slab is the fact that McDonalds isn’t really popular for its ice cream products and does not have the share-of-mind for that product. Starbucks- Starbucks is known for selling their premium coffee and tea products. Another thing that they do well is sell a comfortable environment. It’s a good place for people to hang out and socialize with friends and family. However they do not have a very large menu and mainly specialize in customized drinks.They also have a niche market and do not cater to children. Convenience Stores- There is convenience and grocery stores everywhere that have access to ice cream. It’s quick and easy to get ice cream at these places and they also have almost every other food choice. They can also choose to discount prices on items. Th ey are good for bargains. Baskin Robins has the Market share of ice cream restaurants. What they and Marble Slab have in common is that they have the same target market. Marble Slab is more prestigious and expensive. It also has more of a sit down restaurant feel to it.What Marble Slab has done better in terms of its competition is: * Greater share-of-mind than McDonalds * Caters to a bigger demographic than Starbucks, and Dairy Queen * Selling an original product * Having an original mixins concept * Offering a unique experience with the food being prepared on a frozen marble slab What Marble Slab has done that is weaker than their competition is: * Not as popular as Baskin Robins or McDonalds * More Prestigious product means it will be more expensive * Don’t have the marketing power or financial resources as their competitionConsumer: | Families| Young Adults| Women| Demographic| -A Family with children who are under the age of 15| -Young Adults aged 15- 24| -Women aged 15- 50| Geographic| -Primarily in Urban and Suburban areas| -Primarily in Urban and Suburban areas| -Primarily in Urban and Suburban areas| Psychological| -Parents who are often engaged in family activities- Looking for good quality ice cream. | – People who have their own disposable income -PT, FT, or summer employment| -Health conscious-The primary food purchasers in the household. Do a lot of food decisions in and out of the house| Behavioural| -Those who enjoy ice cream as a treat and would go to Marble Slab to fulfill their need for ice cream| -Looking for social interaction-Impulsive-Limited family obligation| -Looking for some place fast and easy to get a snack -Impulsive| Suppliers & Marketing Intermediaries: They get their supply from dairy farmers. Dairy can be quite expensive in the off season. They get most of their fruits and vegetables from farms as well. Also products such as cheese get purchased from factories.All marble Slabs are individually owned so they all h ave their own means as to where they get their supply. It may vary slightly from location to location. Products from the factories and the farms get purchased then they will be supplied to each of the Marble Slabs. MACRO ENVIRONMENT Macro-environment factors are the major external and uncontrollable factors that influence an organization’s decision making, and affect its performance and strategies. These factors include the economic factors; demographics; legal, political and social conditions; technological changes; and natural forces.Technological: Technology is another aspect of the environment a firm should consider in developing strategic plans. Changing technology may affect the demand for a firm's products and services, its production processes, and raw materials. Technological changes may create new opportunities for the firm, or threaten the survival of a product, firm, or industry. Technological innovation continues to move at an increasingly rapid rate. The technol ogical aspects of Marble Slab include the technology utilized to create and produce frozen dessert products such as ice cream, frozen yogurt, and milkshakes.Additionally, a new technological trend can be found in companies Investing in ways to create the same sweet taste of frozen desserts, but with less saturated fats and processed sugars. Demographic: Socioeconomic characteristics of a population expressed statistically, such as age, sex, education level, income level, marital status, occupation, religion, birth rate, death rate, average size of a family, average age at marriage. A census is a collection of the demographic factors associated with every member of a population.Income level of the cities where Thomas is looking to start the business are highly populated and people have pretty high level of income. The age groups of young adults 15-24 are in the range of 2000-35,000. Economic: Economic factors refer to the character and direction of the economic system within which th e firm operates. Economic factors include the balance of payments, the state of the business cycle, the distribution of income within the population, and governmental monetary and fiscal policies. The impact of economic factors may also differ between industries.The economic downturn of 2008 is still a heavy factor in the minds of Canadian consumers. Although conditions have improved in the last few years, Canadians still show some amount of concern financially. This concern materializes into apprehension for luxury and treat items such as ice cream. This raises a slight risk for Marble Slab especially because of their super premium ingredient, and luxury status. Another economical macro environmental factor is the ice cream industry’s exponential influence from the wide fluctuation of dairy market prices.The price of commodities such as cocoa and sugar also vary depending on supply and demand. This plays a direct role in the amount spent on goods. Social/Cultural: The socioc ultural dimensions of the environment consist of customs, lifestyles, and values that characterize the society in which the firm operates. Socio-cultural components of the environment influence the ability of the firm to obtain resources, make its goods and services, and function within the society. Sociocultural factors include anything within the context of society that has the potential to affect an organization.Population demographics, rising educational levels, norms and values, and attitudes toward social responsibility are examples of sociocultural variables. One of the social aspects discussed in the Marble Slab case study is the rise of the â€Å"healthy-eating† trend. The increased rate of obesity in North America is one of the leading factors in the occurrence of this social trend. This poses a threat to Marble Slab because ice cream is a frozen dessert treat high in calories. This however is combated by Marble Slab’s addition of fat-free frozen yogurt.Ice c ream is considered to be a social event in our culture, and the fact that ice cream establishments offer a social environment is a leading factor in why the market holds so much potential for young adults and families with children. Political/legal: The political-legal dimension of the general environment also affects business activity. The philosophy of the political parties in power influences business practices. The legal environment serves to define what organizations can and cannot do at a particular point in time.One of those most important political factors in the assessment of the macro environmental factors of Marble Slab lies within the Harmonized Sales tax policy (HST) that has replaced the Provincial Sales Tax (PST) since July of 2010. The combination of the PST as well as the Goods and Services Tax (GST) indicates a slight raise in the overall cost of goods and services. This is an important political factor for a retail store like Marble Slab Creamery, because consumer s will find a noticeable increase of tax.This raises a slight risk they will be discouraged from visiting luxury or treat stores like an ice cream establishment. Natural environment: An identifiable element in the physical, cultural, demographic, economic, political, regulatory, or technological environment that affects the survival, operations, and growth of an organization. Winter Weather in Canada can affect the business. People try to ignore eating cold products in winter. SWOT ANALYSIS Strengths: * Make Fresh Ice Cream Daily * High Quality Ingredients * Customizable Product 21 Flavour of Ice Cream * Fat Free * Greater share-of-mind than McDonalds * Caters to a bigger demographic than Starbucks, and Dairy Queen * Selling an original product * Having an original mixins concept * Offering a unique experience with the food being prepared on a frozen marble slab Weaknesses: * Not as popular as Baskin Robins or McDonalds * More Prestigious product means it will be more expensive * Do n’t have the marketing power or financial resources as their competition * Not as many locations as competition Not as many flavours as other places like Baskin Robins (32 Flavours) * Not too convenient or those who want fast ice cream * Lots of Substitutes in Market Opportunities: * Can start to sell their ice cream at Convenience and Grocery stores * Have a take home section, sort of like a drive through * Use Social Media to Advertise * Create more flavours * Increase number of locations * Expanding to other countries * Appealing to price sensitive customers Expand menu so that there are more products than just ice cream (Coffee or Hamburgers. Ex. Dairy Cream, McDonalds) * Focus on Catering because it can be a great asset if done well * Trent towards healthy eating gives fat-free yogurt sales a boost * Children see ice cream as a treat, and encourage parents to choose an ice cream establishment as a family activity * The lucrative young adults (15-24) market are inclined t o visit and ice cream establishment due to its social environment and low costThreats: * Recession * Other companies who want to become more involved with ice cream products * Brand Loyalty to other ice cream companies * Dominant Retailers can sell ice cream for a lot less * Intense competition from other frozen dessert chains and grocers * Indirect competition from convenience and grocery stores * The dairy industry has a wide fluctuation rate, which directly affects goods prices * Canadians are concerned about the dip in the American economy. Other competitors such as Baskin Robins and Cold Stones have the financial resources to generate strong promotion, and can keep their prices on par with Marble Slab * Other competitors have products similar to Marble Slab’s â€Å"mixins†, such as Dairy Queen’s â€Å"Blizzard† or McDonalds â€Å"McFlurry† * Other food establishments have the advantage of supplying their products through grocers Problem and Is sue Analysis The major issue is deciding the location, because all the expenses related to promotion and pricing decision depend on the location.Some locations have different financing and leasing whereas others have target market issue. Every single decision to be made depends on the location where Thomas would like to start the business. Marketing Objectives Marble Slabs Marketing objectives are: -To have a successful promotional plan for the grand opening of the store and meeting the revenue goal of $400,000 in the first year. -To have promotional costs of $10,000 for the grand opening. -To have a 20% ROI on our catering events every year. Marketing StrategiesLocation is defined as the major problem as every single thing related for operations depends on location. Looking over the census information for the locations, Oakville is the most suitable option, the reasons are as follows: – 1- Median household income is the highest for Oakville 2- There are considerable amount o f target market in Oakville 3- Located near the lake, could be considered as picnic spot 4- There is little direct competition Purchasing power is the most important, because if the consumer has low disposable income then they won’t have that curiosity to spend.Oakville has the highest median income. 13,245 young adults live in Oakville. Ample of target market are present in Oakville, Thomas should work on 80 20 rule, where 20% of consumer make 80% of the revenue. There is little direct competition; this gives Thomas to act as the market leader in Oakville. There is some indirect competition from the grocery stores but that won’t affect the sale to a major extent. Thomas has to introduce fat free ice cream, because most of the consumers are health conscious.To achieve the objectives Thomas has to try as hard as possible to stay on the budget. There are a lot of expenses that come with the opening of a business. She must concentrate her time and money on the proper adve rtisement. I think one of her best bets in that situation would be to have a commercial on 104. 5 Chum FM during driving time because I believe that that will reach the most people. Also if she is to go into catering I believe that the best option for her to use is the portable slab option. It caters to the most people and the whole Marble Slap experience to the customers