Poetry and Mother Essay Example for Free

Poetry and Mother Essay Outline It is an afternoon and the mom is washing clothes in a tub. The child has written a poem for her mother and gives it to her as she is washing. The mother scans the poem but rejects it as not being ‘all there is to life’. She feels that there is much more to life than reading or writing poetry. Despite her protest, the mother glances at the poem while she continues to wash clothes. Stanza 1 The mother obviously has given her life to hard work and struggle and seems to have lost interest in life. She does not seem to appreciate the effort of her child to offer some relief or change in her burdensome routine. That her mother washes in the afternoon indicates that her workload is enormous (as washing is usually done in the morning so the clothes can be hung out to dry.) The images of stress and strain are effectively captured in the description of the women ‘hunched’ over the washtub and her ‘shrivelled hands’. The word ‘hunched’ suggests her strenuous routine which has physically harmed her posture. The comparison of her hands to the shrivelled burnt skin of granadilla evokes the destructive efforts of hard labour on her physical body. Stanza 2 The words of the child’s poem are compared to a piece of slippery soap. Just as soap is used to cleanse dirt off clothes in this case, so too do the words of the poem give the mother strength and the power to bear her burden to restore her to some state of wholesomeness, just like soap restores clothes to their original clean condition. Note that the mother ‘grabbed’ the words and ‘used’ them, suggesting that she needed them desperately to sustain her to cope with the oppressive burden of life. Stanza 3 It is the burden of life which weighs down oppressively, that prevents the mother from appreciating or being sensitive to other aspects of life (like reading and enjoying poetry) But the fact that she does read the poem indicates that she is aware of its significance and healing power. (A poem appeals to our aesthetic sense.) It makes us see life in detail and appreciate the multi-faceted experiences of life. The word ‘scanning’ suggests that she does read the poem. The reference to the mother’s ‘blue-ringed gaze’ suggests that she has a deeper, appreciative side to her nature. Note that the colour ‘blue’ is usually associated with sky and beauty. The reference to the ‘dirty water’ is a metaphor for the pollution and corruption of life which have sullied or dirtied capacity to be sensitive to the beauty of nature of life. Stanza 4 The poem ends on a positive note. The mother continues to hold onto the words of the poem, the word ‘clenched’ recalls the term ‘grabbed’ of stanza 2, it means to hold tightly onto something. That the words are clenched ‘smaller and smaller’ indicates the great effort exerted by the mother to make the world of poetry a part of her life, she realises the value of poetry to guide her through the difficulties of life. Central message of the poem The poem whilst acknowledging the burden and harshness of life, confirms the value of developing our aesthetic nature, our capacity to appreciate what life has to offer as the only hope to cope with the hostility and problems we encounter on a daily basis. Further Consideration The writer uses simple words to reinforce the innocent, pure exchange between mother and child. The simplicity of the words also evokes the humility of their life – the setting is most likely a rural one.  The poem also has a simple structure; the lines are uniform and short reinforcing the simple effort of the child to console her mother.

Montessori method in developing childrens creativity

Montessori method in developing childrens creativity How effective is the Montessori method in developing childrens creativity, both during early years education and throughout primary school education? There are currently approximately 700 Montessori schools operating in the United Kingdom, and this number is growing annually (Montessori St. Nicholas, 2010). The vast majority of these schools cater for children between the ages of three and six. However, in more recent times, there has been a gradual establishment of Montessori schools that provide primary school education for children older than six. There are now about thirty such primary schools in the United Kingdom (Montessori St. Nicholas, 2010). Although this is still a relatively small number of schools on a national scale, it is nevertheless an interesting increase to investigate further. These schools use the Montessori method to both educate children, and further their holistic development. Before a brief discussion of what differentiates the Montessori method of education from other educational pedagogies, it is important to know and understand the underlying principles that all Montessori schools adhere to for the benefit of the children who attend them. The Montessori method is based on the ideas and theories of Maria Montessori, an Italian physician who experimented with giving young children more freedom, both to direct their own learning, and work and learn at their own pace. In the process, she arrived at two pivotal (and, at the time, somewhat controversial) conclusions. Firstly, she surmised that young children possessed an innate desire to learn (Montessori, 1994). Secondly, she found that young children, contrary to popular belief, were capable of exhibiting high levels of independence and cognitive development for their age under the right conditions. In this respect, it can be argued that they are being treated as individuals. Montessori (1964) strongly believed that all young children were unique beings and should, therefore, be treated as individuals. Furthermore, she reasoned that young children, as well as having the benefit of self-directed and child-centred learning, should also experience a hands-on approach to educ ation (Lillard, 1980), using learning materials that stimulate all five of the human senses. The interaction with, and the manipulation of, ostensible Montessori materials is, arguably, one of the most renowned aspects of the Montessori method. Broadly speaking, these materials are organised into five basic categories: language, mathematics, sensorial, practical life and culture (Lopata et al, 2005). Pickering (1992) believes that these materials help children to understand what they learn by associating an abstract concept with a concrete sensorial experience. Furthermore, Montessori materials are carefully designed to be both sensorially stimulating to young children, and multifunctional to allow for a more open-ended, divergent approach to learning. Another important theme common to all Montessori materials is that they are of gradually increasing difficulty and complexity (Oberle and Vinson, 2004). It is vital that these learning materials meet these criteria, because, as Montessori (1964) stated: little ones†¦can work only on the materials we give them. In other wo rds, if the materials provided for the children are uninteresting, irrelevant or unviable, then it can be argued that a child is unlikely to be able to fulfil their potential. One final issue in relation to the background of the Montessori method regards the layout and features of the learning area. It can be seen that it visibly reflects the child-centred nature of Montessori education. For example, desks and chairs are not only child-sized, but also spread wide apart (Mooney, 2000) and arranged in rafts (Oberle and Vinson, 2004) allowing children to move around the whole area freely whenever they so wish, and helping to prevent crowding. Materials are kept in accessible places, such as appropriately low shelves (Lopata et al, 2005), so they can easily be obtained and utilised by the children at any time. It is the presence of child-orientated considerations such as these that create Montessoris (1964) ideal of the prepared environment. Such environments allow [children] to take responsibility for their own education, giving them the opportunity to become human beings able to function independently and hence interdependently (Montessori, 1964, cited in Lo pata et al, 2005). In summary, Montessoris approach to education advocated that childrens innate desire to learn could be successfully nurtured and accommodated, as long as they are provided with the right environment and the appropriate materials (St. Nicholas Montessori, 2010). Having briefly discussed the principal background information regarding the theory and practice of the Montessori method, it is now important to consider the principal teaching and learning differences between a Montessori and a traditional primary education. One important organisational and structural difference is that each class in a Montessori setting has an age span of at least three years (Isaacs, 2007). These classes share two features in common with traditional education, however: they are mixed-ability, and contain a similar number of children per class (around thirty) to a traditional primary school (albeit not all the same age). The timetable is scheduled differently to traditional settings. Instead of children taking part in a series of lessons in different subjects between the duration of thirty minutes and one hour, the day is split into two three-hour, uninterrupted work periods (Oberle and Vinson, 2004). An important point to note here is that Montessori defined work as childrens instinctive tendency to develop through spontaneous experiences in the environment (Montessori, 1964), further advocating her idea of children acting in a self-directed way. Moreover, in addition to being encouraged to work independently at their own pace, children are never interrupted by the teacher if they are busy working on a task or activity. One final notable difference between a Montessori and a traditional learning environment relates to the role of the teacher. Montessori did not use the term teacher to describe the adult charged with the education and well-being of the children in their care; instead, she used the term guide or mediator (Lillard, 1980). This symbolises the idea that the adult in a Montessori setting should be seen by the child as a facilitator to their educational development, not an authority figure. Generally speaking, teachers operate on a one-on-one basis with different children, and there is little whole-class work (Lopata et al, 2005). The teaching approach is much more indirect than in mainstream education: the adult acts in a more observational and advisory capacity. Montessori (1964) maintains that the combination of the learning environment and this indirect teaching method encourages self-discipline, even in the case of younger children. If, however, a child displays undesirable or disrupt ive signs of behaviour, then the adult will seek to amend the childs focus to some positive activity, rather than reprimanding them or imposing any kind of sanction. Although, according to Pickering (1992), such instances are comparatively rare due to the childs level of self-discipline, when they do happen they can be dealt with in a supportive manner without undue disruption to others. As mentioned before, a popular view exists among many people that the Montessori method is solely both suitable for, and aimed at, young children under the age of six (Montessori St. Nicholas, 2010). However, there has been a recent increase in the number of purpose-built Montessori primary schools, catering for children aged between six and eleven. The classes in such schools comprise two vertical age groups: the first for children aged six to nine; the second for children aged nine to eleven. Montessoris underlying theoretical principles remain the same for this older age bracket; however, there are some practical and organisational differences associated with a Montessori primary schools provision for older children. Such differences include the fact that the children no longer just choose what to work with (Montessori St. Nicholas, 2010). Furthermore, they are empowered to manage a weekly plan with activities both of which they negotiate with their teacher (Montessori St. Nicholas, 2010); this is tailored to the individual childs needs. This suggests that the learning is still child-centred and self-directed to a certain extent, but there is an increase in autonomy and responsibility for ones own learning. To begin with, children are assigned weekly tasks in mathematics, literacy and science; as they get older, these tasks begin to encompass all curricular subjects (Montessori St. Nicholas, 2010). In accordance with Montessori thinking, however, the child can choose when to complete the tasks and engages in frequent tutorial discussions with the teacher (Montessori St. Nicholas, 2010). It can be argued that the reason for this is to encourage and nurture childrens developing time and task manage ment skills, and to take an active and co-operative role in their personal development and learning. This sense of collaboration also extends to working with other children in small groups, which happens on a more regular basis than in a Montessori early years setting. Together, they can share ideas and collaborate on various projects. Other important differences include the notion that Montessori primary schools make no attempt to work to an externally developed curriculum (Mooney, 2000); however, Montessori St. Nicholas (2010) claims that the curriculum not only fully meets the requirements of the National Curriculum (an example of an externally developed curriculum), but also goes beyond it in certain subjects. Many activities relate to National Curriculum subjects, although they will not appear as such to the children (Oberle and Vinson, 2004). This nonconformity to external guidelines also stretches to the method of assessment. There is no formal testing in Montessori primary schools (Lopata et al, 2005): conversely, teachers make continuous observations to evaluate childrens progress and allow children to participate in the evaluation of their learning (Montessori St. Nicholas, 2010) during their education in a Montessori primary school, further highlighting the child-centred approach taken. A central aspect of a young childs development and learning, one which will serve them and be a useful attribute to them, both as they progress through the educational system, and through adulthood, is creativity. As a concept, it is somewhat difficult to define; however, the Department for Education and Employment (DfEE) published an influential report in 1999 entitled All our futures: creativity, culture and education, which attempted to do so. The report defines creativity as follows: imaginative activity fashioned so as to produce outcomes that are both original and of value (DfEE, 1999). This definition is then broken down into four characteristics. Firstly, they [the characteristics of creativity] always involve thinking or behaving imaginatively. Secondly, overall this imaginative activity is purposeful: that is, it directed to achieving an objective. Thirdly, these processes must generate something original. Finally, the outcome must be of value in relation to the objective. (DfEE, 1999). It is important to consider whether all of these constitutional elements of creativity are present in any particular aspect of the Montessori method, in order to argue their effectiveness in developing childrens creativity. The importance of developing childrens creativity is highlighted in a 2003 report by the Qualifications and Curriculum Authority (QCA). The report states that learning to think and behave creatively can transform pupils lives†¦it increases their motivation, self-esteem and levels of achievement. Beyond school, it enriches their lives and prepares them for the world of work. Therefore, it is crucial for each individual child to be given the means and opportunity to develop their creativity throughout their educational careers: by becoming creative individuals, they can both make valuable economic contributions and become valued members of society (Cropley, 2001) According to Oberle and Vinson (2004), there are a number of critics of mainstream education frameworks who argue that they stifle creativity. However, in stark contrast, Berliner (1975), cited in Pickering (1992), states that other critics have raised objections against the Montessori method. These critics believe that it is the Montessori method, and not mainstream methods of teaching and learning, that inhibits creativity, due to its cognitively-oriented nature. The fact that opinions seem to differ on the subject suggests that the Montessori method has some advantages and some disadvantages with regard to the aim of developing childrens creativity. The other factor to consider is whether creativity is encouraged and fostered both during the time when a child attends an early years Montessori setting, and during the time when they attend a Montessori primary school. The effectiveness of a number of key aspects of the Montessori method with regard to the development of childrens creativity, both during early years education and throughout primary school education, will be discussed. These particular aspects have been chosen because they contrast with aspects pertaining to mainstream early years and primary school education. Some of these aspects are universal to both Montessori early years settings and Montessori primary schools; others solely pertain to older children (in this context, those aged six to eleven) in Montessori primary schools. Children are given the chance to direct their own learning. This can help to provide them with the self-confidence they need to be inventive and take risks with their learning; this is an important aspect of the creative process. It also allows children the freedom to experiment with different learning styles, such as visual, auditory and kinaesthetic (Jones and Wyse, 2004), through their individual manipulation of the materials available. It can be argued that this will increase the chance of a child discovering their preferred learning style, thus making them more receptive to new ideas and ways of thinking. This can also assist with their creative development, as they can use these new approaches to solve new and existing problems. Children are allowed to work and learn at their own pace. This illustrates the notion that Montessori settings are completely inclusive, allowing an education for all approach to be embodied in their framework. It is well documented that children develop at different rates, so this can make children feel more comfortable about their learning. More able children have the opportunity to extend themselves; less able children do not feel left behind (Pickering, 1992). This can prevent children at both ends of the ability spectrum from becoming uninterested or frustrated, both of which have the potential to inhibit creativity if the childs mind is not on the task at hand. The Montessori method offers a child-centred, hands on approach. Montessori (1964) believed that true creativity stemmed from individual freedom of expression. It can be argued that this hands on approach offers children the opportunity to express themselves in creative ways through, for example, drawing, cutting, gluing, painting and so on. However, it is important that the child has a sense of purpose when undertaking such activities, in order to fulfil the criteria of creativity. As the teacher is often not directly involved in what the child is doing, the danger exists that the child may be acting randomly, thus not working towards a particular objective. The materials used allow for multi-sensory learning. This is another way in which children with different preferred styles of learning can benefit. Isaacs (2007) argues that creative development has significant links with the sensorial materials area, particularly if [we] understand the childs creativity to be the ability to use their imagination. Through various combinations of visual, auditory, tactile and kinaesthetic materials, it is possible that children will increase their knowledge and understanding of the world, and, more importantly, retain this knowledge and understanding through recalling these multi-sensory experiences. It can also be argued that this will foster childrens curiosity about the world around them and how it works; Fishkin and Johnson (1998) emphasise that a link exists between curiosity and creativity: they fuel each other. The materials are multifunctional; learning can therefore be open-ended and divergent. Divergent thinking can help children to generate creative ideas by exploring many possible solutions to a particular problem (Craft, 2002). It is the childs decision how they choose to utilise the materials: it can be said that this encourages an independent thought process. According to Starko (2005) having the means and opportunity to think independently is one of the building blocks of creativity. The materials are of gradually increasing difficulty and complexity, as the children learn new concepts, and apply their previous knowledge and skills to solve new problems. It can be argued from this that these materials are cognitively oriented (Berliner, 1975, cited in Pickering, 1992), as they allow children to make connections and perceive relationships between what they have learnt before, and building upon these connections and relationships to allow them to progress to the next stage of learning. Montessori (1964) argues that, without this type of cognitive scaffolding structure, true creativity simply cannot exist. Materials are kept in accessible places; appropriately low shelves facilitate this easy access. Moreover, early years children are shown how to use sharp scissors and adult-sized tools safely (Mooney, 2000): although this is perhaps the most controversial aspect of the Montessori method (Isaacs, 2007), it serves to further highlight the Montessori self-directed approach, and makes children more responsible for their own learning. Children need to consider what best tools and materials are for whatever purpose they have: it can be argued that being given the opportunity to choose allows them to think in creative, novel ways about what to do and how to do it. Desks and chairs are child-sized and arranged in rafts. Each raft has a particular activity assigned to it; these typically change on a daily basis (Isaacs, 2007). Children have the freedom not only to move around the rafts (and there is ample space between them to allow them to do so), but also to work with other children. A fundamental aspect of a Montessori setting is that all children respect and care for each other, and that caring attitudes are adopted at all times, towards peers, teachers and life itself (Oberle and Vinson, 2004). This fosters collaboration between children; by sharing ideas and information, they can work together creatively and discover new ways of thinking and working. Children have freedom of movement around the learning area: they can move of their own volition between one learning activity and another, rather than being directed to them at any particular time or in any particular order. This highlights another aspect of how Montessori believed childrens creativity could be developed: the freedom for them to select what attracts them in their environment (Nunn, 2010). This sense of freedom also gives children the opportunity to act with a degree of spontaneity, which can allow the generation of a large number of novel and diverse ideas (Jones and Wyse, 2004), thus instigating and developing the creative process. Each mixed-ability class has an age span of at least three years. Particularly in Montessori early years settings, older children can act in a mentoring capacity to younger children (Lillard, 1980). This can help to scaffold childrens learning and thinking, as the older children can, if they wish, help the younger children with whatever they are doing, so that the younger children will eventually be confident enough to work and think independently, and thus begin to think and work more creatively. It is important, however, that the older children do not spend too great a proportion of their time doing this, however thoughtful and considerate it is; they need to further their own knowledge and understanding too. The day is split into two three-hour, uninterrupted work periods. According to Oberle and Vinson (2004), it has been suggested that children taught under the Montessori method are not allowed enough time to simply play. This is problematic to an extent, as research evidence suggests that childrens creativity can be developed through play (Duffy, 2006; Craft, 2000; Smith, 1995). A possible negative implication of this is that children are not encouraged to use their imaginations due to a notable deficit of creative play time factored into a Montessori setting (Seldin, 2009). Children are never interrupted by the teacher when they are engaged in an activity. This allows children to persevere with what they are doing. This can be beneficial to creativity to an extent, as it gives children time to think through the activity in different ways before arriving at a final solution. However, on a cautionary note, it is important that the teacher, though generally involved in an indirect capacity, monitors what children are doing in order to ensure that this perseverance is constructive, and, more importantly, purposeful. The teaching approach is much more indirect. Pickering (1992) argues that because the classes are run to a very large degree by the children, with only the degree of adult guidance necessary to ensure order and safety, the setting becomes emotionally safe and secure. If this ideal can be practically adhered to in a Montessori setting, then children can relax and be authentic individuals instead of trying to be cool. This, in turn, helps to allow their creativity to blossom (Cropley, 2001), as it diminishes the risk of social issues such as wanting to be popular, and alienation. Some aspects that only predominantly relate to Montessori primary education will now be discussed in relation to their effectiveness in developing childrens creativity beyond the early years. Children negotiate weekly activity plans with their teacher. This gives children the opportunity to pursue an area or topic that interests them, which the child will not only enjoy, but from which the child will also gain a sense of purpose and direction: a key aspect of creativity. However, this does not necessarily have to be the case (Montessori St. Nicholas, 2010). A child may be curious to find out about an area or topic that is new to them. In this instance, they can work and think independently. This combination of independent thinking and curiosity can help to develop their creativity by asking new questions and thinking in new ways about new ideas and concepts. Moreover, children are allowed to choose when to complete assigned weekly tasks, and engage in frequent tutorial discussions with the teacher. Referring back to a previous issue, this allows the child to work at their own pace, as it allows them to set themselves achievable goals, and work to these goals through this weekly planning. It can be argued from this that the childs opinions are greatly valued, and, to a certain extent, this collaborative process treats the child as an equal by making them more autonomous about their learning. As discussed before, this can boost their self-confidence, which, in turn, helps them to be more inventive and take risks with their learning: a key aspect of the creative process. During the primary school years, children begin to work in small groups, although there is still very little whole-class work. Working with others can allow children to compare ideas and thoughts, solve problems and assimilate new knowledge. According to Craft (2000), working with other children in small groups can nurture creativity, as it stems from social processes as well as individual processes. Sharing ideas and thoughts, and solving problems by thinking creatively, is one such social process. Montessori primary schools meet the legal requirements of the National Curriculum, although they do not follow it to the letter. This allows the childrens educational experience to be based on their own particular needs (Montessori, 1964), which can be informally, but constructively observed and assessed. There is no formal testing or assessment (for example, Standard Attainment Tests). It can therefore be argued that this helps to eliminate competition between children. Competition can be a barrier to creativity (Starko, 2005) because, on a social level, some children compare their achievements to others, which could adversely affect some childrens self-esteem. Fishkin and Johnson (1998) argue that a childs fear of failure also inhibits the childs creativity, as they may lose the self-confidence required to think in a creative way. Montessoris view on this is also made clear: the child in the Montessori classroom is†¦free from the judgement by an outside authority that so annih ilates the creative impulse (Nunn, 2010). In conclusion, the evidence suggests that both early years and primary school settings that follow the Montessori method can help to develop childrens creativity throughout this age range through its support of independent, self-directed, purposeful learning activities with stimulating, multifunctional learning materials in a free, accessible learning environment. Children have the opportunity to think and behave imaginatively through the processes of curiosity and exploration. This is not to say that the Montessori method is the only type of pedagogy that can develop childrens creativity. Mainstream early years settings and primary schools are certainly capable of doing so: although there is more emphasis on teacher-led, carefully planned, systematic learning, there is still scope for the development of childrens creativity. The Montessori method, while different to traditional learning methods in many respects, achieves the same outcome, but in a very different way. In Montessori s ettings that faithfully follow Montessoris underlying principles, children can acquire and develop the three qualities that Montessori believed were necessary for creative endeavours: firstly, a remarkable power of attention and concentration; secondly, a considerable autonomy and independence of judgement; and, thirdly, an expectant faith that remains open to truth and reality (Nunn, 2010). Montessori believed that all children possessed tremendous creativity. This creativity is directed towards becoming a developed individual, endowed with a sensitive soul, an eye that sees and a hand that obeys (Nunn, 2010). This was Montessoris idea of the basic qualities inherent to a creative individual: these qualities, if given the chance to develop through the correct implementation of the Montessori method, will serve the child throughout their educational career and subsequently during their adult lives. Evaluation of my learning and its management I needed to ensure, for the purposes of this module, that I supported my transfer from an initial teacher training course to an educational studies course. In order to build a bridge between the two, I needed to find a topic that related, in some way, to one module from my previous course, and another module from my new course. In order to support my transition between courses, I needed to investigate a topic of which I had prior knowledge and experience of writing about, and think about it less in terms of the practical teaching context, and more in theoretical terms of how children learn, with the possibility of considering broader educational issues. In truth, my reason for choosing to focus on the Montessori method of education happened somewhat by chance. The idea was not suggested to me, nor did I harbour any previous interest in it. I first became interested in the Montessori method, however, when a lecturer gave me a piece of advice on another piece of written work for a different module. I was advised to consider Montessoris ideas on fantasy play, as the lecturer felt that it would lead to an interesting argument. It was because of this advice that I decided to investigate the Montessori method in more depth, forming an interest in it in the process, which also helped me to complete the piece of work from the other module. The Montessori method of education, so I thought, focused on early years education; I therefore felt that it could be regarded as an early years issue. Consequently, the first module chosen as the basis for this independent learning module related to early years issues. Before I began this assignment, I knew very little about the Montessori method of education. I was aware that they used an array of specialised Montessori materials, but I was unaware of what was particularly different or unique about them. I then discovered that, although comparatively few in number, Montessori primary schools existed in the United Kingdom. This meant that I could investigate an aspect of the Montessori method in the context of one of my previous modules, which were tailored to primary school, as opposed to early years, education. I chose to link this to a module from my previous course concerning creativity in the primary curriculum, as, honestly, it was the only one at the time that I thought I could attempt to link to the early years module on my current course. As I mentioned, my first discovery was that there are some Montessori settings, albeit not many, that cater for children beyond the early years. I also discovered that the implementation of the Montessori method was completely different to anything I had read about or observed before. Its principles were based on self-directed, independent learning; children seemed to enjoy a considerable amount of freedom. Each class had an age range of three years. Children were even taught how to use sharp knives from a very early age. All of these ideas, and many others, surprised me, and I wondered how this system could possibly work. However, I knew that the system must work; otherwise Montessoris ideas and theories would not have made it past the drawing board stage. It was then my task to find out how this system worked on a daily basis, which I found interesting as it made what I considered to be an improbable educational system possible. Regarding the development of childrens creativity, when I found out about the implementation of the Montessori method, both in early years and primary school education, I found out that it was the children themselves, and the learning environment, that were responsible for nurturing the skills and attributes necessary to promote their creative development. It was not the teachers overall responsibility, although they could intervene as and when necessary. As before, I found this interesting as it was a new concept and a new way of thinking to me. On reflection, I might have chosen differently. There are two reasons for making this statement. Firstly, the idea of creativity with regard to the Montessori method is a comparatively small area for discussion, and it was difficult to find suitable research materials. I found it difficult to make sense of, and synthesise, the information available to me. Although, as I discovered, Montessori did have her own views on

Reform Measures in Healthcare

Reform Measures in Healthcare Within a rapidly expanding global community, evolving economies and social structures challenge local governments to reform and revise historical practices in more supportive and efficient manners. New public sector management aligns explicit standards and objectives with a ‘hands on’ management technique dedicated to generating tangible outputs and improving efficiencies. Global leaders in such progressive policies recognize that convergence between nations as well as internal organisations continues to evolve public policy towards cohesive and translatable objectives. Recognizing the multinational variability inherent in public sector modernisation, the OECD (2003) reminds that oftentimes systemic differences and public transparency offer significant challenges to integrating such convergence methodology. Yet policy evolution challenges governing bodies to recognize the benefits of actively participating within the public sector and defining the nature of organisationa l compartmentalisation as well as establishing a participative role within a much broader multi-national enterprise. Perhaps one of the most researched models of public sector management, the health care sector offers a challenging, yet essential participle to works programmes that are increasingly becoming a staple of humanitarian necessity. Goddard and Mannion (2004) recognized that governance systems evolve around a hybrid of vertical and horizontal methods, each imposing unique performance expectations on the constructs of public programmes. The former, a mode of authoritative control from a central body, enables dissemination of ideologies and performance expectations across a broad range of coordinated operations. More autonomous by nature and open to rapid evolution, under horizontal initiatives, local programmes are responsible for performance initiatives, oftentimes competing and collaborating with their counterparts throughout the process. Both the UK and China have integrated varied representations of such programmes as modes of reforming their health care initiatives. While similarities and natural convergence exist in practice and policy, the historic path towards improved public programmes has undergone dramatically divergent modes of operation. The following sections compare and contrast such evolution, recognizing the opportunities for future reform as health care reform becomes an increasingly volatile political topic. In order to appropriately consider reform measures, government leaders must actively consider the benefits of decentralisation and potential for accountability protocol in spite of divergence. Davies, et al. (2005) challenge that it is important to the reform process to explore the advantages of increased competition prior to policy implementation; from this proactive, analytical standpoint, national leaders can actively direct their performance expectations in a result driven programme. Given the objectives of disggregation, performance contracting must integrate a multi-dimensional structure, one which becomes innate within corporate procedures, policies, and activities, and is regularly audited for compliance (Talbot, et al., 2000). Those nations who establish firm programme objectives prior to implementation will allow a variety of targeted studies, including convergence comparisons, future feasibility protocol, and concise results analysis. Within the UK reform system, the Natio nal Health Service (NHS) has been designed with performance measurement guidelines strictly integrated into its foundation. Specifically, the formation of Foundation Trusts, a type public-private partnership, has enabled regulation through achievement of performance objectives directly related to both economic and social expectations (Goddard and Mannion, 2004). A form of both vertical and horizontal control, such foundations provide for accountability along government sponsored programme lines as well as intra-network through their partnerships with other trusts. Talbot, et al. (2000) recognize that once agency control has been extended outside of the locus of governmental control, regaining oversight and returning operations to an internal government function is both difficult and oftentimes detrimental to the success of the programme. For China, however, this locus of control has presented a much more dire challenge, as redistribution of power to local authorities in the 1990â₠¬â„¢s represented a dramatic decline in health care coverage and a lack of social equity in opportunities. Historic challenges within the public sector reform initiatives are directly linked to a relaxed sphere of governmental control, one which is deeply seeded in a loss of democratic abilities, diverse and incongruous organisational formats, and coordination failures (OECD, 2004). Perhaps one of the most integral but challenging objectives of public sector reform is that of economic benefit and appropriate balances throughout a developing system. Between 1978 and 1990, the Chinese government, realising that medical subsidies were limiting economic growth, reduced government spending from 32% to 15% of GDP revenue (Blumenthal and Hsiao, 2005). Palmer (2006) notes that in the UK, health care expenses currently account for around 7 percent per annum of English GDP and is expected to increase to around 8 percent over the coming five years. In spite of the dedicated capital flow, historic Chinese health care relied on an inefficient system which was eventually devolved to local governments and provincial leaders, dramatically adjusting the available financing within poorer rural areas (Blumenthal and Hsiao, 2005). In fact, recent data from the Chinese Ministry of Health demonstrates that spending per capita throughout urban areas is over 3.5 times that of rural are as, underling the subversive mechanisms of public sector divergence and reform efforts (Chinese Health Statistical Digest, 2005). Under the reformed UK NHS system, such deficiencies are idealistically reduced through a system of weighted capitation and demand-side reform (Department of Health, 2005). The long term objective is to impose efficiency standards on PCT’s in an effort to regulate the dispersion of funding across large geographical areas. In this way, both urban and rural participants receive equitable treatment and humanitarian interests are maintained in spite of social standing. The recent revision to the Chinese health care plan boasts similar principles, placing citizen services before profit and transitioning its national healthcare system to one of non-profit status (Juan, 2008). Unfortunately, a programme which is primarily reliant on tax surplus and participant fee payments will flounder within the overwhelming needs of a rapidly expanding global power. One method that evolving governments have actualized rapid growth and economic stability is through public private partnerships and privatisation. Hsiao (1995) notes that given the radical shift away from governmental funding, market-oriented fee based systems became normative throughout China, thereby reducing the propensity of rural poor to pursue inoculations and more common medical treatments due to an overwhelming cost basis. The modern Chinese system purports a much more inclusive focus, challenging consumers to participate within the reform mechanisms and have a voice in government initiatives (China Daily News, 2008). Yet even under the reform measures within the NHS system, citizen vocalization remains a key point of debate, as a recent survey generated less than favourable results for the progress over the past several years. Ultimately, the challenge to the governing organisations is to allow a participative structure with accountability protocol for local commissioners wh o fail at their expected duties (Department of Health, 2008). Returning oversight to trusts and local authorities and expanding focus away from private finance initiatives and privately managed health care systems will continue to redress the challenges of performance achievement and social participation. Privatisation within the Chinese medical infrastructure has dramatically altered the quality and cost basis of medical services, undermining the needs of a financially burdened population, and evading governmental oversight due to limited performance evaluations and control mechanisms (Liu and Mills, 2002). Similarly, Dummer and Cook (2007) challenge that the Chinese regime moves towards a privatised and market-based economy of health care has led to inequity and inefficiency in the health service system, directly undermining the expected performance results achieved by international counterparts. Considerations within public sector often revolve around government oversight and market partnerships which sustain broad focus objectives and offer progressive reform stability. One evolution of the NHS system which has a occurred as a result of the 2004 and 2006 white papers is the introduction of community health care, and most importantly, a predictive structure which integrates both local preventative care facilities with hospital services (Palmer, 2006). Exemplary of opportunism within private practice, within its historic format, Chinese practitioners have been encouraged to utilize more sophisticated methods of diagnosis and treatment (and by nature, more costly) as government subsidies actively reduce the cost of more fundamental treatments in order to extend medical opportunities to all classes of citizens (Wagstaff and Lindelow, 2008). Lakin (2005) reminds that within developing nations, natural inadequacies within the regime structure oftentimes encourage the integration of agency initiatives and public works management. An evasion tactic, agency integration offers an exodus from bureaucratic inefficiencies, thereby benefiting both social and economic development at a much more rapid and effective pace than government oversight can offer. Under the reform mechanisms set in motion in the NHS system, general practitioners (GP’s) are offered incentives for reducing the number of unnecessary hospital referrals and maintaining an appropriate geographic area for patient distribution (Palmer, 2006). Chinese reform mechanisms challenge practitioners to ensure appropriate distribution of the patient base, limiting hospital visits to those scenarios which require complex solutions not actionable at their local clinic or GP (Juan, 2008). The nature of reform is one which continues to evolve as public interest and more efficient solutions become visible through experience and convergence. The OECD in their 2004 Policy Brief reminds that the impetus for public administration should be one founded on governance and not the narrowed and limiting principles of managerial oversight. This secondary nature defines the nature of policy implementation, and as public programmes are expanded to include private partnerships, governance becomes a fundamental utility which is directly linked to well defined performance categories. In the 1970’s over 90% of rural Chinese workers were covered by the cooperative medical system (CMS), most of who lived within 1.5 km from a township health centre (Dummer and Cook, 2007). Other schemes, the labour insurance scheme (LIS) and the government insurance scheme (GIS) covered the broad scope of other Chinese citizens in varied employ, ensuring that medical coverage was generally free and government subsidised (Dummer and Cook, 2007). Figures show that by 2003, 80% of China’s population (640 million people) lacked health insurance and even those who were represented by agency coverage were increasingly challenged to cover a higher percentage of their own medical expenses (Anson and Sun, 2002). Similar challenges have evolved throughout the reform process of the NHS system, as available resources are inefficiently distributed among the population resulting in increased waiting times and misdirection of care due to resource allocation. Researchers note that within the current NHS reform mechanisms, the vertical alignment of performance creates an inequitable system within which primary care trusts (PCT’s) are challenged to meet efficiency expectations outside of their capacity (Palmer, 2006). Each representing a unique and politically charged challenge within the scheme of socio-economic expansion, the case studies of both the UK and China offer remarkable insight to the volatile and unpredictable world of public health care programmes. Ultimately, the nature of convergence, an informed collaboration across international borders will install comparable programmes within each system of operation; however, the nature of social and political environments ensures that public sector management techniques will remain unique to each governmental agency. Specific opportunities for policy reform do linger within each political structure, challenging conventional techniques and perceptions to evolve to meet public demand. First and foremost, the continued partnership with private enterprise will enable rapid evolution of public programmes for both nations in spite of their stages of development. By nature, the capitalisation of government programmes is dependent on the support of t he public; recognizing this frailty, government partnerships will continue to offer modes of revenue generation without directly affecting a hypersensitive community. Secondly, equity across geographic areas is essential to the principles of supportive health care programmes. The failures within both structures are inherent in the definition of equity itself, in that it can no longer be taken as a literal term. Communities with larger populations must be availed of a larger budget for health care provision; whereas those communities who are more rural and of smaller makeup may receive a more limited budget, the opportunity for expanding such funding given varied annual trends should be readily available. Finally, global insight recognizes that preventative care is a means to life preservation and progressive health care practices which fundamentally improve health by active methodology. Both nations already recognize the substantial cost savings from reducing the number of practitio ner visits through preventative awareness and care; therefore, revised programmes should place this educated perspective at the forefront of policy, actively ensuring that doctors and care providers are able to encourage such opportunities for wellbeing. While fully integrated convergence in a globalised community is an unrealistic ideal, the potential for collaborative development and multi-national partnership remains a worthy accompaniment to foreign policy. As health care programmes evolve and reform worldwide, the nature of humanity is one of wariness and rejection; through new public sector management practices, the potential for rapid assimilation and supportive expansion becomes a readily attuned mode of unprecedented participation. References Anson, O; Sun, S. (2002) â€Å"Gender and Health in Rural China: Evidence from HeBei Province.† Social Science and Medicine, Vol. 55, pp. 1039-1054. Bluementhal, D; Hsiao, W. â€Å"Privatization and its Discontents—The Evolving Chinese Health Care System.† The New England Journal of Medicine, Vol. 353, No. 11, pp. 1165-1170. â€Å"China’s Health Care Reform Focuses on Public Service.† (2008) China Daily, April 15th, Accessed on 8/2/08 From: http://www.chinadaily.com.cn/china/2008-04/15/content_6619372.htm. â€Å"Chinese Health Statistical Digest.† (2005) Chinese Ministry of Health. Davies, Lesley; Wright, Kathryn; Price, Catherine W. (2005) â€Å"Experience of Privatisation, Regulation, and Competition: Lessons for Governments.† Economic and Social Research Council, Centre for Competition Policy, Working Paper 05-5. Dummer, T.J.B; Cook, I.G. (2007) â€Å"Exploring China’s Rural Health Crisis: Processes and Policy Implications.† Health Policy, Vol. 83, pp. 1-16. â€Å"Engagement Analysis: NHS Next Stage Review, What We Heard From the Our NHS, Our Future, Process.† (2008) Department of Health, July, Accessed on 8/02/08 From: http://www.dh.gov.uk/publications. Goddard, Maria; Mannion, Russell. (2004) â€Å"The Role of Horizontal and Vertical Approaches to Performance Measurement and Improvement in the UK Public Sector.† Public Performance and Management Review, Vol. 28, No. 1, September, pp. 75-95. â€Å"Health Reform in England: Update and Next Steps.† (2005) Department of Health, Press Release, 2005/0445, 13th of December. Hsiao, W. (1995) â€Å"The Chinese Health Care System: Lessons for Other Nations.† Social Science and Medicine, Vol. 41, No. 8, pp. 1047-1055. Juan, Shan. (2008) â€Å"Equity Main Aim of Health Care Reform.† China Daily, March 14th, Accessed on 8/02/08 From: http://www.chinadaily.com.cn/china/2008npc/2008-03/14/content_6535754.htm. Laking, Rob. (2005) â€Å"Agencies: Their Benefits and Risks.† OECD Journal on Budgeting, Vol. 4, No. 4. Liu, X; Mills, A. (2002) â€Å"Financing Reforms of Public Health Services in China: Lessons for Other Nations.† Social Science and Medicine, Vol. 54, pp. 1691-1698. Palmer, Keith. (2006) â€Å"NHS Reform: Getting Back on Track.† London: King’s Fund, Accessed on 8/2/08 From: www.kingsfund.org.uk/publications. â€Å"Public Sector Modernisation.† (2003) OECD, Policy Brief, October. â€Å"Public Sector Modernisation: Changing Organisational Structures.† (2004) OECD, Policy Brief, September. â€Å"Public Sector Modernisation: Modernising Public Employment.† (2004) OECD, Policy Brief, July. Talbot, Colin; Pollitt, Christopher; Bathgate, Karen; Caulfield, Janice’ Reilly, Adrian; Smullen, Amanda. (2000) â€Å"The Idea of Agency: Researching the Agencification of the (Public Service) World.† Washington, D.C.: American Political Studies Association Conference, August. Wagstaff, Adam; Lindelow, Magnus. (2008) â€Å"Can Insurance Increase Financial Risk? The Curious Case of Health Insurance in China.† Journal of Health Economics, Vol. 27, pp. 990-1005.

The Northern Lights Essay -- Plays Literature Shakespeare Papers

The Northern Lights I hardly see how one can begin to consider Shakespeare without finding some way to account for his pervasive presence in the most unlikely contexts: here, there, and everywhere at once. He is a system of northern lights, an aurora borealis visible where most of us will never go. Libraries and playhouses (and cinemas) cannot contain him; he has become a spirit or "spell of light," almost too vast to apprehend. Harold Bloom, Shakespeare: The Invention of the Human I don’t expect this short paper to reach the northern lights. I don’t think my mind can travel that far, and a plane ticket is probably too expensive. After three months of study, Shakespeare has exhausted me. I realize many scholars spend their whole lives in libraries trying to reach the elusive bard. I’m either out of shape or lazy. I have learned one thing this quarter. I don’t have to travel to the northern lights to find Shakespeare. I discovered him one day in a play, within a small scene, as a character, in an illusion. This quarter I had the opportunity to perform Edgar in a small production of King Lear. I truly believe Edgar is the embodiment of Shakespeare. I just had to perform him to figure it out. Now, I must confess; I haven’t read every Shakespeare play twice, so I don’t know if other characters fit the mold better than Edgar. Also, I assure you I’m not losing my mind as I write this. I feel quite healthy. I just had o ne of those most rare visions. Fortunately, I didn’t have to be an ass to have this dream. On the Dover cliffs, under the hot sun, with a director screaming action, and a camera pointing towards me, I found Shakespeare. This quarter I had the opportunity to experience Shakespeare everywhere at once. I read fo... ... more and more I read. He is the great magician to me, the playwright with his bag of tricks. I saw theater in his illusions. I learned this quarter you don’t have to travel to the ends of the earth to find Shakespeare. "How fearful and dizzy ‘tis to cast one’s eyes so low!" Works Cited Bloom, Harold. Shakespeare: The Invention of the Human. New York: Riverhead Books, 1998. Goldberg, Jonathan. "Perspectives: Dover Cliff and the Condition of Representation." King Lear, William Shakespeare. Ed. Kiernan Ryan. New York: St. Martin’s Press, 1992. Shakespeare, William. King Lear. Ed. Barbara A. Mowat and Paul Werstine. New York: Pocket Books, 1993. Shakespeare, William. A Midsummer Night’s Dream. Ed. Wolfgang Clemen. New York: Signet Classic, 1998. Shakespeare, William. Complete Sonnets. Ed. Stanley Appelbaum. New York: Dover Publications, Inc., 1991.

black and chinese americans :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚   In the present day, people view America as a land where everyone can be seen equal to one another, but this was not always the case. In the 1800s black and Chinese Americans went through a ruthless period of discrimination, due to the white man’s ignorance. Even though the Chinese and blacks were singled out they both were treated differently but also had many similarities.   Ã‚  Ã‚  Ã‚  Ã‚  Harsh treatment, long hours, and extremely low wages were only a small part of the brutal-ness both races faced. The Chinese men came to America hoping to provide a better life for theirs families back in China. Most of them received jobs working for the corrupted railroad companies. They faced horrific working conditions, which some died from, low wages, and long hours. The Chinese men wasted years of their lives and sacrificed seeing their families so that they can make enough money to support them.   Ã‚  Ã‚  Ã‚  Ã‚  The blacks have faced similar conditions to the Chinese men. They too worked long hours and earned very low pay. Many of the blacks became sharecroppers once they were emancipated. Sharecroppers were tenant farmers who gave a share of the crops raised to the landlord in lieu of rent. These landlords were cruel and took a good portion of the crops grown by the black farmers. Whatever the landlords did not take was left for farmer and his family, which was not much. They had to survive through the winter with the limited supply. Both the Chinese and blacks could not do anything about the working conditions due to the fact they could not unite and form labor unions.   Ã‚  Ã‚  Ã‚  Ã‚  Though both Chinese and blacks faced many similarities they also had differences. The blacks have lived in American for generations while the Chinese were just starting to immigrate. Blacks were forced to come to America to be slaves as opposed to the Chinese coming here by their own free will. Also the America did not allow Chinese women into the country due to the fear of an even more rapid rate of increase in the Chinese population, while black women were in the country and had a prominent role in their family lives. Another difference between the two races was that the black Americans had families in the country and the Chinese left their families back in China. Another differentiation was that once the blacks were emancipated most stayed in America while a good number of the Chinese left to go back home.

Witchcraft During the Renaissance

Accompanying and following the Renaissance â€Å"rebirth† during the fourteenth through sixteenth centuries and supplementing the Protestant and Catholic Reformations, the persecution of individuals as witches in Europe reached its zenith during the sixteenth century. Countless people, women and men alike, were accused of witchcraft, although this scale was tipped significantly toward poor, old women whose husbands’ had low wage work. The notion of witchcraft appealed to and was possible at the time to the general public because such occurrences as â€Å"mysterious disappearances† or â€Å"Satanic luck† necessitated explanations.These events were thus attributed to â€Å"servants of the Devil,† or witches, who were supposedly possessed to bend to Satan’s will as stated my Luther. Luther’s bias was towards the bible because he was a religious leader; therefor he believed what it said, which was that witches existed. Many accused witches were tortured until they either admitted, like Walpurga Hausmannin, or were killed from torture. Hausmannin’s bias was towards women because she was one, and she was very skeptical towards all the women being killed.No one was safe, as even mayors councilors and associate judges were persecuted. The witch-hunting excitement of the period resulted from religious, individual, societal, and sociological fears and interests prevalent during the time frame. First, highly influential religious individuals like Luther, Calvin, and the pope form a group of people who played a major role in promoting the belief of witchcraft among the people. Pope Innocent VIII, for example, willingly accepted the concept of witchcraft and even fully supported the persecution of witches.His bias was also towards the Bible. As a religious leader, the Pope wholeheartedly believed that individuals â€Å"give themselves over to devils† and, as a servant of God, was obliged to purge the world of th em. The notable Protestant leaders Martin Luther and John Calvin shared this identical perspective. Luther stresses that the â€Å"Devil’s whores† exist to cause chaos and disruption in God’s world. As he strictly upheld the status quo, Luther would have used the convenient explanation that the poor laborers were more likened to turn to witchcraft.Calvin, on the other hand, compares the problem of witchcraft to that of waging â€Å"war against an infinite number of enemies†. Calvin, as an advocate of an organization adjoining religion and state, naturally views the campaign against witches as war. Clergy, influenced by these religious leaders, recorded any slightly suspicious activity as supernatural and Satanic. Since the majority of Europe was Catholic or some form of Protestant during the time, the people looked up to their respective leaders for â€Å"truth. As popes, Luther, and Calvin professed the existence of witchcraft, the people did as well. H owever, other individuals persecuted witches for purely individual or societal interests. The witch-hunting movement was promoted and effectively advertised by those who would gain from the persecution, namely the â€Å"notaries, copyists, and innkeepers†¦executioner†. According to the account, anyone could be put to trial or torture with the slightest provocation. As a result, the individuals who gained some form of wealth from the persecution supported it.Judges gained support from the people for charging individuals with witchcraft. The demographic aspects of accused witches show that women were much more likely to be persecuted as a consequence of gender biases toward the â€Å"impurity† and â€Å"imperfection† of the feminine sex in the group. The authors of are Dominican monks attempting to clarify the reasons for which women are witches. Although John Wier is skeptical towards the idea of witchcraft, his views sustain the fact that old women’s physical state led to their increased chance of persecution.The most important reason why numerous individuals were branded and persecuted as witches during the late fifteenth through seventeenth centuries was probably as a convenient sociological reason for unexplained occurrences. Any unusual event would cause mass hysteria (Doc B5), and as the people could not directly punish the devils for it, they would be satisfied to reprimand the devils’ servants, the witches, since there could be no other reasonable rationalization.The composition of poems regarding witchcraft shows that it played a prominent role in the life of an ordinary person. It also subtly encourages readers not to fall under possession by resisting Satan’s attempts to control them. John Weir also indicates that the public, including some scientists, passionately favors witch persecution. In late seventeenth-century America, several girls’ witch accusations in Salem, Massachusetts caused two yea rs of witch fear illustrating the common fear of spiritual evils.

Dell 4p’s of the Marketing Mix Essay

Introduction of Dell Inc. Dell Inc. is a multinational technology corporation that develops, manufactures, sells, and supports personal computer and other computer related-products. Dell Inc. based in Round Rock, Texas. Dell Inc. employs more than 82,700 people worldwide. Dell Inc. grew during the 1980s and 1990s to become (for a time) the largest seller of PCs and servers. As of 2008 it held the second spot in computer sales within the industry behind HP. The company currently sells personal computers, servers, data storage devices, network switches, software and computer peripherals. Dell Inc. also sells HDTVs that are manufactured by other brands. In 2006, Fortune Magazine ranked Dell Inc. as the 25th-largest company in the Fortune 500 list, 8th on its annual â€Å"Top 20† list of the most admired companies in the United States, In 2007 Dell Inc. ranked 34th and 8th respectively on the equivalent lists for the year. A 2006 identified Dell Inc. as one of 38 high-performance companies in the S&P 500 w hich had consistently out-performed the market over the previous 15 years. History Background and Origins While a student at the University of Texas at Austin in 1984, Michael Dell founded the company as PC’s Limited with capital of $1000.[5] Operating from Michael Dell’s off-campus dorm-room at Dobie Center [1], the startup aimed to sell IBM PC-compatible computers built from stock components. Michael Dell started trading in the belief that by selling personal computer-systems directly to customers, PC’s Limited could better understand customers’ needs and provide the most effective computing solutions to meet those needs. Michael Dell dropped out of school in order to focus full-time on his fledgling business, after getting about $300,000 in expansion-capital from his family. Dell Inc.’s Marketing 4P From the successful selling of the range of products being offered by Dell Inc, especially the rapid increase of the sales of Dell Laptop, other than the established brand name and the reputation of Dell Inc. worldwide, part of the success factors can be attributed to the successful marketing effort by Dell Inc. In this assignment, we will be doing a research on the Marketing 4Ps Mix (product, promotion, price, place) being implemented by Dell Inc to market the range of home users’ laptops. [pic] PRODUCT As for the case study of Dell Inc, the point on product worth highlighting is that, the vision and mission of setting up the company itself, is to solve and fulfill IT consumers’ needs, want, and demands. The original idea of setting up the company by Michael Dell, the founder of Dell Inc, is â€Å"to eliminate the retailer and sell directly to the consumer†. To quote Michael Dell, he said this before, â€Å"as a customer, I was disappointed that when I  went to a computer store, the salespeople didn’t really know about computers†. This shows that Michael Dell has had the vision and commitment of satisfy the IT consumers’ needs, wants and demands, which is the essence of a product means to consumers. The above paragraphs summed up the commitment of Dell Inc.’s to solve IT consumers’ needs, wants and demands, which in and of itself is an excellent product marketing. Dell’s Laptops/ Notebooks From the above diagram, it shows the each category of Dell’s laptops for home users caters for different home users’ with different needs and wants. Guides and Assistance Provided by Dell Inc. In Purchasing its Laptops For the potential buyers of Dell’s laptops, they are provided with guide and assistance in the process of selecting and purchasing laptops. Below are the guides and assistance being provided by Dell Inc for its potential  laptop buyers: (1) â€Å"Customize Yours† feature Dell Inc offers the â€Å"Customize Yours† feature, this feature help with the laptop buyers to build their own laptops, yes, literally building their own laptops, they can choose on their own the notebook colour kit, processor, operating system, warranty and service, display size, memory, hard drive, optical drive, video card, audio solution, wireless network card, Bluetooth device, USB cable for printer, batteries, power option, keyboard, service, Datasafe Backup Service. The options for each feature and accessory come with a stated price, while the basic feature is imposed no extra charges, as they are already included in the quotes price. Only upgraded and added-value features and accessories come with extra charges. After the laptop buyers built the laptops that fit exactly what they are looking for, they can review the laptop, there will be a list shown on every specification of the laptops they have built before adding to the cart. Also, the price for every component, feature and specification being picked by the buyer are stated clearly when the buyers are reviewing the laptop they built. This â€Å"customize yours† feature in and of itself is an effective marketing, as the buyers can buy exactly what they are looking for, without buying something that â€Å"comes with the package† that they are actually not looking for, but they have to pay for it just to buy the package. This â€Å"customize yours† shows that the home users’ laptops Dell Inc offers provide solutions to consumers’ needs and wants, which is the essence of a marketing offering. (2) â€Å"Help Me Choose† feature The picture above shows the â€Å"Help Me Choose† feature being offered to assist with laptop buyers on the Dell Online Store. As we can see the this feature gives detailed information to buyers in order to guide them through the purchasing process by furnishing them the information regarding the products, the specifications of the products, the financing and payments options, the access to Dell stores and retailer, the term of laptops, the awards won by Dell laptops, the reviews by Dell laptops’ customers, and also the online buying guide. This feature ensures the potential buyers can buy  exactly the laptops that fit their needs, at the same time, this feature also makes the potential and actual buyers know more in-depth of the laptops Dell Inc offers, this in turn would make the buyers patronizing Dell Inc in future when they need another type of laptops, as they already have the information on the wide range of features and specification being offered by Dell Inc. (3) â€Å"Narrow Your Selection† feature This â€Å"Narrow Your Selection† feature helps with the buyers to be more specific with what they want. When comes to a broad array of selection, buyers are often being not able to make up their mind in choosing which model to purchase. This is when this â€Å"Narrow Your Selection† comes into help to the buyers. The buyers can have a look on the each range of product that are being categorized into a more specific that might interest them rather than being confused on which one to purchase. Conclusion From the above information regarding the commitment of Dell Inc in offering laptops that fit each and every user’s needs, the features and specifications of Dell’s home user laptops, and also the purchasing process guides and assistance. These all come to one conclusion: Dell Inc custom-builds a laptop that fits each and every customer’s needs, wants and demands. This effort in and of itself is a brilliant product marketing strategy. PROMOTION In terms of promotion, Dell Inc. not only launches and implements one-time event such as road-show or advertisement when new products come out, but Dell Inc commits to continuously promote and make-known its products to the market. Dell Inc. does not practice aggressive selling in order just to increase sales transactions, but focuses on long-term promotion effort through (1) supporting its customers continuously, (2) giving effective and efficient after-sales services, and (3) conducting a customer review and feedback mechanism. (4) Contributing in charities. (1)Dell Inc.’s Continuous and Long-Term Promotion Long-term customer support system and feedback mechanism in and of itself are  the best promotion tools. The followings are the customer support systems and feedback mechanism being run by Dell Inc in its long-term effort in giving its customers value and satisfaction. (a) Dell Connect In mid 2007, Dell Inc introduced a new tool and technology, named Dell Connect. Dell Connect is an online technology that enables the tech staff to connect to the customer’s computer and fix problems on the spot or show the customers how to do it. For IT products such as laptops, after-sales service would be one of the primary concerns to customers, as laptops need regular and frequent services, updates, and upgrades. Hence, Dell Connect would be an attractive feature in promoting its laptops to the market. (b) Idea Storm On February 16, 2007, the company rolled out IdeaStorm, which is a forum for users to brainstorm what works, what does not and what new features they would like to see introduced. Here to quote Michael Dell: â€Å"We take the customer’s input and design the products and services.† Rather than telling the customers and the market what new products and ideas that Dell Inc has come out with, Dell Inc gives the customers and the market to have a say on the input and design. When the customers and the market have some say, they will feel being considered and treasured, which in turn Dell Inc succeeds in delivering customer delight. This in and of itself is a promotion of Dell Inc. (c) Customer Product Reviews For each and every model of Dell’s laptops, there will be a forum for its existing customers who bought the particular laptop model to write their own product reviews, they can also rate the laptop model in terms of quality, features, and value. Other than that, they can comment on the pros and cons of the particular laptop model. The customers are also allowed to give any additional thoughts that they have regarding the laptop model. This â€Å"customer product review† in and of itself is similar to word-of-mouth marketing. This marketing approach is many times powerful than any marketing  plans. As what a customer says is has much more influence and carries more impact on the company’s reputation and image rather than what an advertisement says. How the previous and existing customers perceive a company and product can influence a company’s position in a marketplace to a large extent. As so, Dell Inc’s decision of allowing the customers to write the product reviews shows that Dell Inc is confident on its laptops and proves Dell Inc’s integrity and transparency, at the same time, hence, the customer product reviews written by the customers act as a marketing tool itself. (2) Dell’s effort on charity contribution (a) Dell participation in PRODUCT (RED) Scheme PRODUCT RED is a worldwide charity scheme that runs with the vision of eliminating AIDS in Africa Continent. This charity concept operates by getting the contribution from the sales of signature products of top brands in the world, like American Express, Apple, Converse, Emporio Armani, Gap, Hallmark, Starbucks, and etc. And Dell Inc. is one of the participants among them. Dell will be selling computers as part of the PRODUCT (RED) scheme. According to the press release, â€Å"one hundred percent of the funds contributed† from the purchase of a Dell (RED) computer under the scheme goes to the Global Fund, the charity supported by PRODUCT (RED). The amount of money contributed depends on the product purchased: $80 is donated for each desktop purchased, $50 for each notebook and $5 for each (relatively inexpensive) printer. Dell Inc.’s participation in the PRODUCT (RED) actually proves 2 things: (1) Dell Inc. is concern for the world and social’s well-being, Dell Inc.’s effort in its social marketing campaigns is a promotion of Dell Inc. itself. (3) Collaboration With Local Newspaper Press for Brochure Distribution Locally in Malaysia, Dell Inc distributes its brochures through the Tuesday Star In-Tech, which is a weekly issue on latest news and updates on technology that comes with every The Star newspaper bought. This approach of distributing the brochures to the public is an effective and efficient strategy for the following reasons: (1) The Star newspaper is the best-selling English Newspaper in Malaysia, (2) The brochure comes with the  Tuesday Star In-Tech, which is the favorite for regular IT consumers, is more specific in targeting markets with higher potential of purchasing its products, (3) The brochure distribution through the sales of newspaper is one of the most effective way of reaching the mass public, thus creating an product awareness in the market once a new product being introduced into the market. The above points show that Dell Inc.’s promotion effort in letting the mass public and the market in getting know about their products in an effective yet not a cost-consu ming approach as the brochures printing and distribution costs would be insignificant to a giant corporation like Dell Inc. Conclusion From the above observation and research on Dell Inc.’s overall promotion effort, it is shown that Dell Inc. has established promotion channels which connects with its existing customers, also, reaches out to the entire market. And those promotion channels are being implemented successfully. PRICE When comes to the price of Dell’s marketing offering, it is worth once again touch on the founder of Dell Inc, Michael Dell’s authentic vision. At the time that he founded PC’s Limited (now Dell Inc), IBM personal computers sold in stores for about $3000, after Michael Dell taking them apart and rebuilding them, he realized that the components could be purchased for one-fourth the price. Even with added memory, bigger monitors and faster modems, the PCs could still be sold at a handsome profit. The philosophy of Dell Inc on pricing decision is simple yet powerful: give more benefits with lower prices than others. Means purchasing Dell’s laptops is a value-for-money and added-value experience. Dell’s Home Users Laptops Pricing In the research of Dell Inc’s pricing decisions on its home users laptops, the following points worth highlighting: (1) Online Price (discounted)   For all the laptops, buyers get a discount if they were to purchase the laptops online. This is a win-win situation for both the customers and Dell Inc. As online selling saves up the retailing costs for Dell Inc, as for the  customers, other than getting discounted price for their laptops, online purchase is hassle free to them, the customers need not to visit the physical Dell Stores to check out the models available, by visiting the Dell Online Store, the customers can check out all the models available at one glance, only a-click-away. (2) Buy and Pay for only what you want ( â€Å"Customize Yours† feature) The â€Å"Customize Yours† feature that allows the buyers to decide on the almost every specification of the laptops they are going to buy is also a good pricing decision by Dell Inc. A case study has been done to prove the pricing decision of Dell Inc that commits to accommodate consumers’ needs and wants. Case Study 1: The rationale of conducting this case study is to prove Dell Inc makes its effort to offer more different models for even a same price. From the comparison between Dell Inspiron 14 and Dell Inspiron 1525, the price are the same for these two models. Both of the models are more or less the same in terms of performance, the difference is that the size of the screen. As  for Dell Inspiron 14, the monitor is 14.1† WXGA Display with AntiGlare. As for Dell Inspiron 1525, the monitor is 15.4† widescreen WXGA TFT Display. That means these two models accommodate different customers’ needs, for those customers that are particular with laptop memory and hard drive space would forgo a bigger screen size and go for Dell Inspiron 14, on the other hand, for customers that looking for a laptop with bigger screen size would not mind buying smaller hard drive space. Hence, both segments of customers can purchase what they want at the price they are willing to pay. This solve one of the biggest marketplace and market offerings problem, some companies offer only one model for one price range, assuming that â€Å"one size fits all† strategy would work, in the end, causing the customers paying for what they are not willing to purchase for the sake of purchasing something that â€Å"comes with the package†, for Dell’s laptops buyers, this situation would not happen. Hence, the price being paid by customers to buy Dell’s laptops match with the benefits that the customers demand. This pricing strategy saves up customers’ money at the same time delivering customer satisfactions and expectations. (3) 0% Installment Scheme Buyers that purchasing Dell’s laptops can choose not to make one-off payment but an installment scheme. The good thing about Dell’s laptop installment scheme is that is a 0% interest scheme. This scheme is consider an assistance to the consumers and contribution to the society as well, as the scheme availability allows those customers that are not able to make full payment upon purchasing to own a laptop by paying through an installment scheme. Conclusion Viewing Dell Inc from the perspective of marketing 4Ps in terms of price, one conclusion can be drawn, buying Dell’s laptops is a value-for-money experience, as Dell Inc offers more benefits for less price, also, customers pay for only what they want exactly. In a nutshell, Dell’s pricing strategies and decisions make a good marketing plan in terms of price marketing. PLACE Dell Inc.’s Online Store Among the giant IT companies and manufacturers, Dell Inc. is the company that  is the most successful with online selling, facts and figures show that its online sales make up a significant number from its total sales, meaning that Dell Inc sells more through the internet than the traditional retailing method. The online selling and purchasing concept is popular with the young generations and also the tech-savvy. The concept of online store, online selling and purchasing not only penetrates virtually the every corner of the world, so long as there is internet-access, there is access to Dell Inc.’s Online Stores. Plus the fact that the purchasing enquiry, the models and specifications selection, and payment methods can be done online, in brief, the A-Z of the purchasing process can be done without the customer physically present at a physical Dell Store, makes Dell Inc reaching out to a worldwide market, and relating with its customers and potential customers directly. According to a survey, alone in the United States, some 65% of American online users now use the internet to shop, and the growth of online shoppers is rapid. Since the rapid development of the digital age and the invention of internet, direct marketing is being highly valued, as some marketers have hailed direct marketing as the â€Å"marketing model of the next century†. They envision a day when all buying and selling will involve direct connections between companies and their customers. And what should be highlighted here is that Dell Inc is already on the right track, and being established on the right track. This online store concept give Dell Inc. advantages over other laptops and PCs manufacturers which still operating a traditional retailing or agent distribution. The main advantages include (a) Operating an online store costs much less compared to traditional retailing and agent distribution. (b) The access to online store is always available at anytime and anywhere, so long as there is internet-access. Dell Kiosks Although the concept of online buying and selling is popular and being used by the wide market, it may still be unappealing to some customers. Some customers are still prefer the idea of visiting a physical retailer store, talk to the salesperson, seeing and touching the products physically, â€Å"get the feel† of the products, in short, a traditional purchasing process rather than purchasing the products directly online and have it sent to the door.  Dell Inc. is aware of this too, although the company is making huge revenues from it online selling. This means that Dell Inc. is a customer-oriented company, which strives to cater for every customer needs and wants, also, accommodates the exchange experiences which are comfortable to each customer. Dell Inc.’s effort in setting up the Dell Kiosks, employing the required staffing, and maintaining the operations of the Dell Kiosks show that Dell Inc. is committed to make its customers feel at home and their preferences a re being valued and not taken lightly. Conclusion In a nutshell, from the operations of both Dell Online Store and the physical Dell Kiosks, they are successful in terms of customers’ access, enquiry availability, and customers’ convenience. These show Dell Inc.’s success in its place marketing strategy. CONCLUSION Dell Inc.’s strategies on it marketing mix 4Ps are in good alignment and working cross-functionally, all the areas are synergizing and supporting one another in term of product, promotion, price and place. Product A good product is a marketing offering that comes it ways to solve consumers’ problems and satisfy consumers’ needs. Dell Inc. not only makes quality products, but the products are also being designed to fit each and every customer’s needs and want. Promotion Dell Inc.’s effort on promotion is not only profit-oriented or with the sole aim of boosting sales transactions, but also to make Dell a name that equals to quality product. Thus, Dell Inc.’s promotion not only very successful in generating revenues, but also created a lasting impact and an established name in the IT market. Price Dell Inc.’s price marketing and pricing decision has fulfilled the premise of a successful pricing strategy, which â€Å"giving customers the most by charging them the least†, this is one of the most important factors that attributes to Dell Inc. success. Place Dell Inc.’s place marketing gives its customers the most convenient and  comfortable ways to shop with Dell’s products. Dell Inc. caters for all kinds of shopping experiences that its customers demand for. In overall, Dell Inc.’s marketing 4Ps has been very successful, and that there is a point that worth mentioning, its marketing 4Ps is a continuous effort and it continues to make a lasting impact for its company success.