Importance of play Essay

Introduction: I will be doing a project on which gender has more influence to play in home corner and what play also interacts with children? The reason I am doing this projects is because this project is going to help me find out the differences in each gender’s role. I want to find why children at the age of 4-5yrs do not play with the other gender (e.g. Girls with boys and boys with girls.) The three questions I will be focusing on are 1) How gender effects home corner? 2) How play promotes children’s relationship with peers and adults in home -corner? 3) Does resources of multicultural determine the gender of home corner? Home corner is a role-play that supports an individual in their learning about knowledge and understanding of the world. Play enables children to learn by exploring, to practise skills, to learn to use imagination in order to understand how things work and to understand social roles. Culture is a set of learned beliefs, values and behaviours the way of life shared by the members of a society. (www.saa.org/publications/sampler/terms.html) Culture is the collection of values and norms associated with the group. Culture is intended to describe all the features of a group that make it different and distinct from other groups. Culture differences due to different life and learning experiences can effect communication and understanding. Gender is the sex of an individual (boy and girl or man and woman). Literature Review: History of play In 1873, Spencer â€Å"declared that play activity, driven by surplus energy is directed towards activities which have a prominent role in the animal’s/person’s life. He emphasised a close relationship between art and play saying that â€Å". Art is but one kind of play.† There are many types of plays the children learn from: Sensory-motor play. Sensory/ Messy play touching, smelling, tasting and looking helps the child explores and experience the world through their senses, they then begins to explore objects, materials and toys outside themselves. Games with rules. Playing games with rules helps the child understand that you need to share and give a turn when playing with some toys. It gives the child an opportunity to learn about rules, which help a child become more disciplined and helps them share with each other. Symbolic play Children often represent their social world through symbolic play. Children signal that they are about to start, or change playing; by various methods such as saying â€Å"do you want to play with me?† â€Å"Now I’m a monster† and close the playing by negating the roles â€Å"I’m not dead any more† marking boundaries of when children enter and leave the play. Symbolic play enables the experience of subjective realities in alternative environments, whilst also sharing this experience with others. The participants agree To create an alternative reality. Abused children find symbols or metaphors to describe their pain, thus allowing them to explore past relationships in a multi-dimensional way and make some meaning and resolution of their past. Freud identified his theories of play as a repetition of symbolic games being the ego attempt to repeat actively a traumatic event, previously experienced passively, thus allowing the child to gain mastery over the event. From this, a psychoanalytic approach to child analysis developed which used play to interpret the child’s unconscious motivation. The two people, on the whole, who were responsible for this development, are Anna Freud and Melanie Klein, through their work with neurotic children. ( http://www.geocities.com/Wellesley/9158/play.htm) Recently there have been many theorists who have written many articles and journals about children and their imagination in play. Every child is unique, and has his/her own imagination that he/she can’t share with his friends or anyone else. Most theorists have different views about how play is important in the child’s life (e.g. Albert Bandura (born in 1925). Albert Bandura argues that people learn from what they see and hear, and that people often imitate or copy others without external reinforcement and conditioning association-taking place. Bandura argued that people are not only influenced by reinforcement but they are also influenced by what they see in the media and what happens to other people. Bandura argues that people will model themselves on other people who are rewarded or ‘reinforced’. Learning undoubtedly influences human development, conditioning and imitation in learning how local environment is about influencing people at different levels. Home-corner: Most children spend their time in home corner and try many things that they have seen from other people e.g. pretending to cook like they might have seen mummy cooking in the kitchen, or trying to feed the dolly as their mummy feeds them, or try dressing them selves etc†¦ â€Å"By providing a setting for role play, the home corner allows children to make sense of their immediate world.† By looking at other people, children try to imitate and pretend to be someone else with their friends and perform familiar roles (e.g. mom, dad etc†¦) Children also react the events they have experienced in the past or present like going to the doctor, talking to the policeman, looking at the builders, paying the money to the shop keeper when gone for shopping, or making noises when they see a fire engine going past them or acting out as fire fighters using their imagination and what they do as a fireman, talking on the phone, visiting daddy, having a birthday party, dressing up to ‘go out,’ celebrating holidays, going to church, and attending weddings, funerals, picnics, and movies. â€Å"By providing a setting for role-play, the home corner allows children to make sense of their immediate world. Children have numerous opportunities to work together, express their feelings, and use language to communicate roles and respond to one another’s needs and requests.† Childcare and education, Third Edition, Tina Bruce and Carolyn Meggit, (hodder and Stoughton), 2004. Role-play, it has been argued, is used to provide help to children so they can come to terms with their own experiences, ‘to play over and over the important happenings of their lives’ (Plowden et al., 1967) Other researchers suggest that play is held together by children’s knowledge of scripts, that is, by schematic representations of events including information about the temporal and causal organization of a set of related acts, which are obligatory and which optional, and the associated props and roles (French et al., 1985). Gà ¯Ã‚ ¿Ã‚ ½ncà ¯Ã‚ ¿Ã‚ ½ (1987) argues that children’s shared (public) script knowledge allows them to establish a general framework for their play and provides the grounds for the further negotiation of play through individual (private) contributions. Play: Play also helps people to meet emotional needs and adult ‘recreation’ often involves ‘play’. (Childcare and education, Third Edition, Tina Bruce and Carolyn Meggit, (Hodder and Stoughton), 2004.) Skinner (1938) believed that conceptualized play as a learning response to a set of stimuli (e.g. toys). In his view, play was seen as a problem solving behavior because it is complex and has investigative features. Bateson (1972) considers play as a means of developing children’s communication skills. Piaget was the first theorist who separated social and emotional development but focused play toward cognitive development. He argues that play contributes to intellectual development through the process of ‘accommodation’ and ‘assimilation’ He believes that accommodation is the main sort of play that children achieve. They take this idea and fit in the knowledge they know and understand. According to Vygotsky, play is a leading activity of child development as it supports all the aspects of child development. This involves the ability to mentally represent experiences and what happens through play. He also made a note that make-believe play is socially and culturally determined, and as children explore this type of play they are depending on their understanding of the social life and rules of their communities. Gender: In the past decades there were activities in the society that men thought women could do and activities that women thought men could do. In the twentieth century there were gender roles for people and that worked according to the government (e.g. the boys have greater access than girls in education and men are over representing in important decision-making). On the present day, when children grow up probably at the age of 3yrs to 4yrs, some children tend to recognise themselves as boys and girls. In some plays, children stereotype other children and tend to play with the same sex (i.e. boys with boys, girls with girls). In most play boys tend to play freely and tend to be more active while girls take their time in exploring. Children don’t understand that in some activities girls can contribute just as much as boys can. Most children as boys, think that girls can’t be policeman and boys can’t look after babies. At the age of five, children tend to form a group of the same gender and won’t let the other gender play with them. Looking at their parents or their relative, boys think and also set in their minds that girls are suppose to be looking after babies and families, and boys are suppose to be working hard like, building a house, or doctors, or fire-fighters etc†¦ some children imitate other people’s language. They keep their concentration away from girls and also try to stay away from girls. Children are more knowledgeable about the wide variety of gender stereotypes and gender roles. At the same time they have open minds about what the males and females can do and this continues in the adolescence and this kind of thinking gets stronger. Gender stereotyping affects behaviour only when children incorporate those beliefs into their own gender identities, self-perceptions of what they can do at play in school and further perceptions in society. Gender Roles: John Locke believed that children are born as blank slate. He believes that children are tabula rasa. John Locke also believes children are born with nothing at all, and all kinds of experiences and responsibilities can shape them up in any way they wish, e.g. rewarding them for good behaviour not with sweets or money but appraisals and approvals. Jean Jacques Rousseau disagrees with John Locke and believes that children are not blank slate and children are filled with all the knowledge with the adult instruction. Children only need to know what is right and what is wrong and are mature enough to learn themselves. Piaget does not believe that children’s learning depends on the reinforcement, such as reward from the adults. According to his cognitive development theory, children actively construct knowledge as they manipulate the world. Vygotsky (1934/1987): According to Vygotsky social interaction in particular, cooperative dialogues between children and more knowledgeable member of society is necessary for children to acquire the way of thinking and behaving that make up a community’s culture. Vygotsky believed that as adults and more expert’s peers help children master culturally meaningful activities, the communication between them becomes part of children’s thinking. Bronfenbrenner emphasizes that the developing person is embedded in a series of environmental systems that interact with one another and with the individual to influence development. Methodology: The way I am going to be working towards my project is by having a structure-where I will be observing children in the home corner. Firstly I will ask at least six boys to play in the home corner. I will be observing their communication with other children. Then I will be taking brief notes of what they are playing with. I will also be observing the situation they will be playing at. When boys are playing they tend to chose their own activities that interests them and choose as much as character they like in their play. The main purpose of observation will e to see how they engage with role play and also what language is used during the role play.Boys are more likely to go towards action situations instead of sitting down to play. Boys tend to be noisier that girls and tend to make friends with children who have high confidence. Boys don’t like any equipment that they think girls play with or they think is for girls. Children tend to play out the situation they have been through e.g. boys mostly tend to be a policeman because they have telephone, guns, and different tools hanged to their belt. Boys when walking around with any thing in their hands they tend to use their imagination of that thing e.g. telephone made out of mega blocks or a toy drill machine they think it is gun. The reason I used a plastic drill machine is because boys tend to play with tools, which have some sort of action, more than girls. In a boy’s imagination if a toy or furniture is broken they start banging the toy/furniture until it is not fixed. I will then be observing the character boys are pretending to play with their friends and ask them few questions like what character they are playing? And observe them about who and how they relate to the situation to them? Then I will have six girls playing in the home corner with free equipment. I know girls are then to play quieter then boys and use their imagination to their familiar person (e.g. mum, dad, or their favourite auntie that they like very much). Just like the boys girls tend to choose their own activities and they prefer those, which are quietly done. They play toward kitchens and babies and looking after other children etc. I will be observing the girls in the same way as boys. I will then ask the children to play together (six boys and six girls). I will be observing their conversation towards each other and try to see if the boys contribute as much to the group as the girls they are playing with. I will also observe them in their situation /events plays, and see if boys tend to play with girls in their activities or if girls tend to play in boys activities. The method techniques I will be using are narrative report, which will help me to write a brief note on what the children are doing, their attitudes, communication and actions towards the other gender and play. Time sampling which will help me to observe the time each gender to play with each other and time they tend to spend in the home corner individually and in group events sampling, which will help me observe whether the child is playing and what materials/equipment/toys they are using. When there is a role-play, the setting needs to be free role-play for children to explore and express their feeli ngs and imaginations in the play. I would also like to observe how children interact with peers and adults around them. This will help me to see if children are different with peers and adults (e.g. if a child is talking to their friend he/she is talking freely, but if the child is talking to the adult he/she will watch his/her word and behaviour what they would be talking about.) in my method I would also like to observe the children about their culture and observe them if they are aware about the attitude, beliefs, and values about their culture. I will be able to see if they are expressing their feelings towards the knowledge that is given to them by their parents and expressing them in the setting with other children. I will also be observing the play that effects culture, gender and environment in the setting for the children. In my method techniques I would also want to interview the staff about the behaviour of the children in the home corner. The materials in the home corner that I am going to use for both genders, and have my observation done according to the materials I provide for them in the setting are the following: * Dolls – female and male, commercial and homemade, to reflect the skin colours, hair styles, facial features, and special needs of children in the programme * Stuffed animals * Doll beds, blankets, pram, front/back pack * Baby rattles, bibs, bottles, nappies, clothes (trousers and dresses) * Broom, dustpan * Toaster (wooden or de-electrified), clocks (wind-up or de-electrified) * Mirror * Two telephones * Small stepladder * Dress-up clothes and accessories-hats, shoes, purses, wallets, briefcases, scarves, head wraps, jewellery, masks, neckties, belts, suspenders * Lunch boxes, picnic hamper, laundry basket * Toolbox and tools * Envelopes, cancelled stamps, seals, stickers, junk mail * Typewriter, keyboard * Sturdy cardboard boxes * Low, movable partitions * Rocking chair or easy chair * Blankets, sheets, quilts, pillows, beach towels, sleeping bags * Photos of programme’s children and their families * Wall hangings reflecting local community * Real plants, watering can * Real cooking equipment (stored out of children’s reach and used only with adult supervision) * Hotplate, toaster oven * Electric frying pan * Reference photos and recipes * Cookbooks, picture recipes * Field-trip photos (for role-play ideas) Props- * Home-builders’ props: toolbox, tools, empty paint cans, brushes, pipe fittings * Doctor’ props: lab coats, plasters, gauze, stethoscope, cloth bandages * Farm props: overalls, pail, straw, animal brush, empty feed bag * Petrol-station props: empty oil can, hose, rags, empty paste-wax can, jack, spanner, steering wheel, hubcaps * Fire-station props: hats, raincoats, wellies boots, hoses * Restaurant props: hats, aprons, cups, straws, serviettes, menus, order pads and pencils * Fishing props: fishing poles, nets, heavy boots, buckets, oars, petrol can. When young children are watching television they are aware that TV images can represent reality. Since the 1950’s researchers and public citizens have concerns about attitudes and behaviour that children have by watching T.V. Most studies believe that TV is great impact on children by violence, other researchers focus on TV that teaches children to be undesirable gender and ethnic stereotype. Children who are aggressive learn from the media through TV because most of the cartoons have violence and they teach children that being violence and aggressive solves the problem and all the children like to have a go on whatever they see that they think is interesting by watching in the television. Violence has an impact not only on parents but also in peer relationships. Ethnic and stereotype is another impact on children by T.V. Even though females are involved in more careers but on T.V the media has still shown that women are loving, caring and looks after the family. This affects children because boys like to be hyper and loud whereas girls should not be loud but quiet. The T.V has an impact on both genders because children have seen the advertisements and people are with the same sex (boys talking to boys and girls talking to girls), so in the children’s view they might think that is how it should be like and they stereotype other children from what they see from the media. How gender affects Home-corner? How play promotes children’s relationship with peers and adults in home -corner? Does resources of multicultural determine the gender of home corner? Reference List: Bartlett, S and Burton, D. Introduction to Education Studies. (2007) (2nd eds), SAGE publication LTD. Childcare and education, Third Edition, Tina Bruce and Carolyn Meggit, (hodder and Stoughton), 2004. Cole, M., Cole, S.R. & Lightfoot, C. (2005) ‘The Development of Children’ edn. 5, New York: Worth Publishers

Review of Part 3 of Omnivore’s Dilemma

Review of Part 3 of The Omnivore’s Dilemma ENGL-135 Advanced Composition Professor Edmondson William McGuire In Part 3, Chapters 15, 16, and 17 of The Omnivore’s Dilemma, Michael Pollan explores looking foraging for different foods, the ethics of hunting animals and harvesting the meat from them, and giving a brief look into what brought about the paradox of The Omnivore’s Dilemma.Chapters 15, 16, and 17 bring up a lot of good points about foraging and hunting and Pollan provides through detail and research on the topics, but upon reading these chapters you find it lacking content that will keep you engaged and the material can be pretty dry at times while you get a little bit of disorganization from random topics. Chapter 15 of Omnivore's Dilemma was a short chapter on how Pollan is preparing to make a meal from all of the foraging groups. Fruits, vegetables, fungi, and meat were the components that made up this meal, he wanted to find and gather enough from eac h group to make his first.Pollan had just moved to California, so his unfamiliarity with the area was a disadvantage, so he decided to hire a companion to help him on his quest. Chapter 16 takes the reader to a different venue, Pollan discusses the beginnings of The Omnivore’s Dilemma through a research paper that was written in 1976 by Paul Rozin and titled The Selection of Foods by Rats, Humans, and Other Animals. Pollan expresses how similar we are to rats that we are omnivores, but unlike rats, we have lost our instinct of choosing food and follow advertisements as our guide.He then goes on to suggest that the problems stem from capitalistic gains and the pursuit of revenue. In chapter 17 we are taken back to Pollan on his foraging quest he started in chapter 15. This chapter looks more at the ethics of hunting and eating animals that are not processed in processing plants like we are so use to seeing. Pollan brings up reasoning on why he is a meat eater and battles with the struggle on if eating meat at a steakhouse is morally right and ethical. He goes into detail about the way the animal lived and if the animal had a long, happy, humane life.The author concludes that if we look away from how the animal goes from being on the farm to a freezer in the supermarket then people turn vegetarian and if we can’t look away then we have to find a way to accept it and determine if the animal endured a lifetime of suffering. Part 3 in the book meets two out of the three common expectations and displays some strong descriptive wording to give you a sense of imagery when you read certain parts of the book as well as give you a good understanding on the point he is trying to get across.An example of one of the statements that he uses to paint a picture for you and try to bring you there is â€Å"I began to notice things. I noticed the soft yellow globes of chamomile edging the path I hiked most afternoons, and spotted clumps of miner’s lettuce of f in the shade (Claytonia, a succulent coin-shaped green I had once grown in my Connecticut garden) and wild mustard out in the sun. (Angelo called it rapini, and said the young leaves were delicious sauteed in olive oil and garlic. ) There were blackberries in flower and the occasional edible bird: a few quail, a pair of doves. (Pollan, pg. 285) Another strength in this book is the subject matter that pertains to what the author is trying to convey to the reader, Pollan is trying to show the readers that the way we use to obtain and eat food is ever changing and will continue to change and we are easy to influence as it pertains to our diets, he does well in keeping to the theme of his book. The weaknesses of Part 3 cover two of the three common expectations and they are the lack of engagement for the reader and the order in which the subject matter is presented.This book is not tailored for someone who loves to read fantasy or action, something that will leave you hanging on the e dge of your seat wanting more. Instead what you get is someone detailing his experiences and research that supports a lot of his ideas, ethics of eating animals, and corn sex, alas no explosions or protagonist/antagonist struggle. I found myself dozing off a few times feeling like I was in an agriculture lecture or biology class.The subject matter is laid out well in some parts of the book, but Pollan jumps around a lot with the material, for instance, in chapter 15 he is foraging for food then chapter 16 is about a research article that gave him inspiration to write The Omnivore’s Dilemma, and then chapter 17 is about his moral conflict of eating steak at a steakhouse and whether or not the animal had to suffer to get to his plate. I think the book needs some improvement in this regard so the author is not jumping to different topics at random.In The Omnivore’s Dilemma, the author Michael Pollan is somewhat successful in satisfying the common expectations for the chap ters I have read, one of the expectations is both a strength and a weakness for this part of the book. I think that the book as a whole does not satisfy the common expectations with the big one being engagement, there will be people who are interested in this book but it is only a small facet of the readers out there today. The book does deliver on the use of imagery and the subject matter stays on topic most of the time and supports his ideas and theories.Later on in part 3 in the next three chapters he goes on the hunt and he elaborates on the history of pigs that are not native to California and his feelings after the kill. He then finds some wild mushrooms to pair with the meat he has acquired from harvesting the pig and talks about his adventures trying to find non-poisonous mushrooms; and the final chapter presents the author preparing the meal with all of the components he has foraged for and harvested. Works Cited Pollan, M. (2006). The Omnivore's Dilemma. New York, New York : Penguin Books.

Custom College Essay Writing

Custom College Essay Writing Custom College Essay Writing Custom College Essay Writing You may think that essays for college are very easy to write. However, good college essay writing requires many hours and even days to achieve polished results. Most of the students rush into writing without realizing that essay college of high quality cannot be written overnight by inexperienced writer. Custom written college essay is often the best solution for students who do not want to be late with paper delivery: First of all, of course, you need a good college essay topic. Probably, many of you are smiling now. However, it is true that many of our clients place custom essay order without specifying the topic. From one side, it is good for the writer as he has an opportunity to choose any topic he wants. From the other side, lack of focus may result in irrelevant paper.For example, you need a college essay for your American History class, your essay topic should be related to the American History. I would be strange to write an essay about abortion, for example. Using essay writing services, you may communicate with the writer directly and specify all questions you have. In addition, we encourage regular order progress checks and guarantee free revisions as many times as you need. College Essay Help You should also specify your field of study (subject area) within the framework of which your custom essay should be written. Sometimes it is difficult to understand what you want to be written in your college essay as instruction is limited to a couple of words. It is strongly advised to provide a detailed instruction to avoid any potential misunderstanding. For example, if the essay writing is related to a country or town and you do not specify the exact essay question, the topic is vague and unclear. Should the writer focus on what the current economic situation, history from ancient times, the socio-political situation, ethnic relations and national structure, the structure of the Earth's crust, and minerals? College essay servicesare qualitative assistance. Detailed instruction reduces the need for subsequent revision. If you are clear in your instruction, writer will be able to meet your requirements. College essays are not easy to write and not all students are able to write essays for college without professional help. We offer you an opportunity to order professional college essay writing service. Finally, we guarantee delivery before the stated deadline! Thus, it gives you additional time to ask for revision without being late with paper submission. Popular posts: Writing Essay Education Term Paper College Term Paper Analysis Term Paper Writing a Research Paper

Steve essays

Steve essays I attended Steves tap concert. In his concert, he narrated his life as the tap dancer and he danced along with his life story. Throughout his concert, I found his tap steps that showed both individuality and stereotype, and his costume that established the individual image of tap dance. I found lighting that evoked mood, and stage equipment that showed his sense of originality. I also noticed his talking skill that captured the audience with his narration, and composition of his stage that carried the audience with him from beginning to end. I felt fun, happiness, and deep impression. Moreover, I felt his stance on tap dance from his stage. At the first part act as introduction, Steve walked slowly up to the front of the stage having square box. Then he brought the table on wheels and set it up on the right side of the stage. His costume was dark gray jacket and pants. His costume was more casual than the costume that I expected, which was a combination of a silk hat, a bow tie, and a black suit. However, it still gave the neat image to the audience. His costume had effect to break my fixed idea on tap-dancing as well as to retain the elegant image of tap-dances. Then he sat on the box and started talking about his tap-dancers life after waiting audience being silent. At this point, he used the skill of regulating which He looked over the audience slowly with smiling face to make them be quiet. Also, he often indexed his finger to get the attention of the audience during his narration. When he talked, he kept smiling and talk very clearly and slowly to give a relaxation mood to the audience and to get rid of a sense of distance between the audience and him on the stage. The stage equipment helped to evoke a relaxation mood of the stage and get close the distance between the audience and him, too. He often drunk the bottle of water during talking and he put it on the table setting...

Black People and Tone Essay Example for Free

Black People and Tone Essay Tone is the attitude a writer has about a topic. For example, a tone might be serious, sarcastic, respectful, or unsympathetic. A writer establishes tone through choice of words and details. Directions: Zora Neale Hurston creates a strong tone when she writes about race in this essay. In the second column of the chart, list key word choices and details from the essay that reflect her attitude for each topic. Describe her tone in the third column. Then answer the question that follows. Topic| Word Choices and Details| Tone|Growing up in a town with only African-Americans| She knew no other and just thought it was normal.| Laid back,normal| White people visiting Eatonville| NorthernersWhites would just pass thru| Exciting, actors| The difference between Eatonville and Jacksonville| Eatonville was only blacks and Jacksonville was predominantly white with colors being a minority.| Solemn and lonely| The lasting effects of slavery in the United States| People reminding her that she is a granddaughter of slaves| Depressed | How African-Americans and white people respond differently to music| African-Americans feel more depth and soul. It is real they have lived it and white people look for more classical to relax and just enjoy.| respectful| What is the overall tone of Hurston’s essay? What point does Hurston make by choosing this tone to discuss the subject of race? Is Hurston’s tone appropriate and effective for her topic? Explain. I believe her tone was excited about her younger years and the fun of just being a kid and knowing nothing about race or discrimination. Towards the end it became more solemn. But she was wrong by no means. Her talk and expression was regulated by her story telling. She only told about her situation and what she experienced. I really enjoyed it. Black People and Tone. (2016, Dec 23).

FORD Essay Example | Topics and Well Written Essays - 1250 words

FORD - Essay Example Ford Motor Company has a large market share. Automotive segments of Ford Motor Company include; Ford North and South America, Ford Asia and Africa region and Ford Europe. The market share of Ford Motor Company for the last 9 months has risen significantly to 15.8 percent. This is higher as compared to the market share of the year 2012 which was 15.2 percent in US. However, the market share of Ford Motor Company is estimated to increase by 7.4 percent. This means that the company will be able to make auto sales of 15.9 million up from 2012 sales of 14.8 million (Young, 2013). There is a very high competition in the international market yet Ford remains consistently competitive. In Europe, the analysis of Ford products shows that it is the second best seller in the past five years. This is attributed to the best performance the company has made recently in Russia and UK (Vlasic 2011). Ford Motor Company is a global leader in manufacturing and sales of automotive products. The company distributes its manufactured vehicles in approximately 200 markets across the world. Ford also has other responsibilities such as servicing and offering of credit to interested parties. The company employs quite a number of people in all industries (Forever Ford 2014). Ford motor company has its operations in many parts of the world; for example, it has subsidiaries in countries like UK, Australia, China, and Japan. Political stability in those countries is favourable. This means that business can be conducted without any interference from governments. This has given the opportunity to Ford Motor Company to excel in market share, in various countries. Economic challenges in the world have seriously affected companies including Ford Motor Company. Many companies were forced to withdraw from the business but others adjusted their production and reduced the work force. The

Nurses say hospital dangerous, but CEO denies charge Essay

Nurses say hospital dangerous, but CEO denies charge - Essay Example This case has garnered the attention of the nurses who claim that staffing problems are suppressing the quality of care. However, the CEO insists that the Hospital has to follow this path to ensure that the increasing health needs of the community are met through proper utilization of resources (The Star, 2014). The case of Humber Hospital brings about the issue of efficiency in the health care environment. The quality and quantity of healthcare in the society is a major concern for the bodies regulating public healthcare institutions. While there is need to provide a large population with health services, it is crucial for the health service providers to ensure that quality services are rendered. The Ontario Nurses Association is one of the bodies monitoring the health concern in the society. The major focus of the regulating bodies is that the community gets the right quality and quantity of healthcare within the available social amenities. The case of Humber hospital is interesting since it raises the question of whether health service providers should pay attention to the quality or the quantity of their services (The Star, 2014). While the CEO intends to increases the hospital capacity, he risks suppressing the quality of healthcare in this hospital by employing the Registered Practica l Nurses. For instance, neglection of 48 old year old woman with schizophrenia resulted to her death, a case which can be termed as poor quality of service. The fact that there is already a case of patient negligence, it is crucial for regulating bodies to intervene. The concerned bodies should assess if Humber Hospital has the capacity to provide the right quality and quantity of medical care within the society. Numerous groups may have an interest in the case of Humble Hospital. First, the regulating bodies may have a concern with respect to the quality of healthcare in this organization. These bodies have the