Makeup - 7605 Words

http://www.sachacosmetics.com by Kamla Regrello TABLE OF CONTENTS INTRODUCTION 3 SKIN CARE 4 UNDERSTANDING YOUR SKIN 4 CLEANSERS 6 TONERS 6 DAILY MOISTURIZERS (with Sunscreen) 7 MOISTURIZERS 7 NIGHT MOISTURIZERS 7 NIGHT MOISTURIZERS (with Alpha Hydroxy Acids) 8 SKIN LIGHTENERS 9 COMEDOGENIC INGREDIENTS FOUNDATIONS 10 11 CHOOSING THE RIGHT FOUNDATION 13 LIQUID FOUNDATIONS 14 CREAM FOUNDATIONS 14 DUAL ACTIV POWDER FOUNDATION: 14 HOW DO I USE MY FOUNDATION? 15 CONCEALER 16 POWDERS 17 EYES 18 EYESHADOW 18 MASCARA 20 EYELINER 21 CHEEKS 23 BLUSH 23 LIPS 24 LIPSTICK 24 LIP GLOSS 25†¦show more content†¦The pigment called melanin is found in this layer. Melanin protects the sensitive cells beneath, from the harmful effects of the sun. The greater the exposure to sunlight the greater the production of melanin. 2. The dermis or the inner layer is located just under the epidermis. This layer is highly sensitive because it contains nerve endings. It also contains numerous blood vessels, lymph vessels, sweat glands, sebaceous glands and hair follicles. These are held together by collagen and elastin fibers, which together give the skin its strength and resilience. Page 4 Back to the Table of Contents. Previous Next page http://www.sachacosmetics.com by Kamla Regrello continued: SKIN CARE Each hair follicle has a sebaceous gland, which produces sebum. Excess sebum makes your skin look and feel oily. If the neck of a sebaceous gland is clogged, sebum accumulates, giving rise to acne. A deficiency in the production of sebum produces dry skin. Your teenage years could be your best time or your worst time depending on your hormonal activity. Generally, puberty is a bad time for your skin. If you are spared the onslaught of acne and pimples usually associated with the teenage years, then more than likely your 20’s and 30’s should be trouble free. During your 20’s your skin should look its best. It can however be adversely affected by allergies, hormonal imbalances, stress, and exposure to the elements. In yourShow MoreRelatedTheatrical Makeup And Artistic Makeup980 Words   |  4 PagesTheatrical makeup refers to makeup that is used to assist in creating the appearance of the characters that actors portray during a theater production. Theatrical makeup artists apply makeup to performers to reflect the period, setting, and situation of the role (Makeup Artists, Theatrical and Performance). These artists have the skills to transform people into a desired character using makeup, wigs, and other items. Many in the profession work in theater and different types of performances, moviesRead MoreMakeup Of Makeup Club At School1259 Words   |  6 Pages Makeup Club Makeup has been around for centuries. People would do crazy things just to change their appearance. They would even unknowingly risk their health by using chemicals like lead and mercury (Healthy Beauty). 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For instance eye makeup was onced used for getting rid of spirits andRead MoreThe Effects Of Special Effect Makeup On Makeup Essay1436 Words   |  6 Pages Special effects makeup has been, and always will be a passion of mine. Over the years, I’ve found myself to never really pay attention to a movie that plays, but rather, always be fascinated with the little details that no one really notices. I’ve always sat and wondered exactly how certain effects were created. The curiosity as lead me to attempt to recreate some of the effects that I’ve seen. Research has lead me to acquire a vast knowledge of the molding process that makeup artists use to createRead MoreWhat Makes A Makeup For Your Makeup? Essay1946 Words   |  8 Pagesothers have red spots and acne covering their face or dark blue bags underneath their eyes from stress or lack of sleep. Women may choose to wear makeup to cover up their flaws or to just have fun and make them feel confident. I have pr etty clear skin, but I have always worn makeup to wake me up and to highlight my features. Whenever I don t wear makeup I feel tired and groggy, even if I put a little bit on, my day seems to go a little bit better. There are quite a few steps you have to take beforeRead MoreMakeup Essay884 Words   |  4 PagesMakeup is universal, and the concept of beauty is constantly changing along with new and upcoming trends. When new music videos, games, or movies and shows premier, makeup artists and lovers of makeup use that as inspiration. On social medias like twitter and instagram, people share their work. For example, about a year ago an app called Pokemon Go was popular. Furthermore, on twitter individuals shared their makeup looks based off of different pokemon. In addition, when new Disney movies are releasedRead MoreA Makeup Artist1786 Words   |  8 PagesA Makeup Artist Starting at the age of 11, there was this blooming girl who began to get genuinely interested in makeup. Her dad though, was not too keen for makeup, so she snuck it on whenever she got to school and made sure she took it off either while she and her brothers walked home or before her dad came to pick her up. This blooming girl was only in the 6th grade, which is kind of reasonable now that she thinks back on it, although when she was 11 she thought it was the most unfair thing;Read MoreThe Foundation of Makeup548 Words   |  2 PagesMakeup is a positive creation because it is a form of art, it can help a person feel better about themselves and it helps the person express their personality. The Great Max Factor once said,† You are not born glamorous, glamour is created.† Most society thinks makeup is just a way to hide a person’s flaws or a way to have a fake perfection. Makeup is more than that; it is the paint a person uses to create a masterpiece. Makeup is the way people express art and help them feel better about and expressRead MoreAfter Information On Permanent Cosmetics990 Words   |  4 Pagesinformation on permanent cosmetics. What a focused on is permanent make-up that is a very popular thing today to do. It is also expensive and time consuming but has results that seem to amaze same clients. It reveals the appearance of perfectly applied makeup. This remarkable effect is achieved, in clinical conditions, by infusing hypoallergenic pigments into the dermal layer of the skin. The method is in order to create a shadow of colour. There are so many areas were the treatment can be done, eyebrowsRead MoreBody Jewellery, Permanent Make Up, Piercing, Body Piercing And Body Piercings2103 Words   |  9 Pagesaccordance of the customers’ requirements and preferences. Why Rely on Body Jewellery? †¢ Your body’s aesthetic value can be enhanced by means of adding different kinds of body jewellery. †¢ This jewellery is mainly treated as a part of permanent makeup and thus you do not have to take the pain of changing the same on a frequent basis. †¢ Even if you do not wear any physical jewellery, then also you would look graceful and beautiful in appeal. In this way, you can also save the cost of purchasing

Act 3 Scene 3 as the Turning Point of the Play Othello by...

Act 3 Scene 3 as the Turning Point of the Play Othello by William Shakespeare Shakespeare wrote ‘Othello’ in 1602. During Elizabethan times there were very few black people in England. The white people felt scared about the black people because they didn’t understand them. The play explores racism and mixed race relationships. Shakespeare apparently felt free to handle Giraldi’s story with perfect freedom. He transformed a straggling narrative of sordid crime into compact drama and high tragedy. The masterly first act is essentially Shakespeare’s invention. In this act, Othello, who has eloped with Desdemona, is accused of stealing her. Blinded by prejudice, Desdemona’s father cannot believe his†¦show more content†¦We can see the anger and the resentment of Iago towards Othello by looking at the words that Iago uses while reffering to Othello, for example â€Å"the Moor†, â€Å"the devil†, â€Å"an old black ram†. In terms of Iagos feelings towards Cassio, his feelings are of Jealousy because Iago expected him self to be promoted. Cassio is being described by Iago as â€Å"mere prattle without practice, is all his soldier ship†. These words show that Cassio does not have the necessary experience in order to be Othello’s lieutenant. â€Å"I hate the Moor† and â€Å"He’s done my office† are words of resentment used during the play and they describe the way Iago feels towards Othello and his idea of promoting Cassio as his Lieutenant. Othello is portrayed as a loyal and faithful soldier to the Venation government. This can be interpreted from the following words that Othello uses himself. â€Å"My services which I have done the signiory† This describes Othello as being proud of the services that he has done for his government. Also he is seen as someone who respects the power structure of the city because he uses words such as â€Å"most potent, grave, reverend signior†, as well as â€Å"very noble†. He is also portrayed as a brave and a skillful soldier who is essential for the Venetian Government plows. Hence the words â€Å"Valiant Othello† and â€Å"we must straight employ you† are used towards Othello by theShow MoreRelatedAct One Scene 3 of William Shakespeares Othello Essay1008 Words   |  5 PagesAct One Scene 3 of William Shakespeares Othello Referring to the passage in page 155, I have analysed several points in conjunction to background knowledge, in attempt to answer the task set above. Initially, I feel that it is very important to relate to the character of Iago. As a character, Iago has the potential to be a man of extreme power but he does not have the tool that we refer to as money. All that he has is ambition; and he remains malcontent until he attainsRead MoreThe Significance of Act 3 Scene 3 of William Shakespeares Othello1606 Words   |  7 PagesThe Significance of Act 3 Scene 3 of William Shakespeares Othello Othello was written by Shakespeare around 1602 and was set 35 years previously to that time (around 1571) during the Elizabethan era. Shakespeare got the idea for the play from the Italian Novella Gli Hecatommithi and only changed minor details slightly. He kept the same plot but some of the characters and themes in the play were very different. The play itself is a tragedy and includes the thingsRead MoreThe Tragedy Of Othello By William Shakespeare1737 Words   |  7 PagesTragedy of Othello the: Moor of Venice was written by William Shakespeare, and it is only one of countless notable plays he wrote. A reoccurring theme in Othello is jealousy brought on usually by deception; throughout the play people often hide their true intentions and are not always what they appear to be like W.H Auden said â€Å"There s always another story. There s more than meets the eye.† The relationships Iago built on manipulation, lies, and false promises were a crucial part of the play; Iago wasRead MoreAnalysis Of William Shakespeare s Othello1603 Words   |  7 PagesMAJOR WORKS REVIEW GENERAL 1. Title - Othello 2. Author - William Shakespeare 3. Date of Original Publication - 1622 4. Novel Type - Play STRUCTURE 1. Point of View - Iago 2. Relationship to meaning: The reader sees things the way that Iago sees them. This gives the reader an inside look on Iago’s evil plans, which also leads to a better understanding of all of the other characters, but Iago especially. The reader sees how Iago manipulates so many of the characters, like Roderigo and MontanoRead MoreEssay on Othello by William Shakespeare977 Words   |  4 PagesOthello by William Shakespeare Tush, never tell me! I take it much unkindly/ that thou, Iago, who hast had my purse/ as if the strings were thine, shouldst know of this./ (I. i. 1-3) From the beginning of Othello, Iago is portrayed as an antagonist, a villain who acts out of only his own interest. The acts that Iago engages in throughout Shakespeares Othello are erroneous acts. Iago is not insane and he can comprehend the difference between right and wrong. Shakespeare is known for his abilityRead More Shakespeare?s 10 things Essay1200 Words   |  5 Pages 1. Betrayal and revenge 2. Metaphors of death-King Lear, Merchant of Venice, Othello 3. Humor- A Midsummer Nights Dream, As You Like It 4. Pastoral settings- Ling Lear, A midnight Summers Dream 5. Madness and insanity- Othello, Midnight Summer?s Dream, King Lear 6. Reversal- the main character falls from a high place 7. Letters- King Lear, Merchant of Venice 8. Things are not as they appear- King Lear, Merchant of Venice, Midsummer Night?s Dream 9. The Father/Daughter Conflict-MidsummerRead More Revenge in Julius Caesar and Othello Essay1821 Words   |  8 Pagesbecause it adds intrigue and suspense to a story. Julius Caesar and Othello by William Shakespeare are two plays whose most predominant theme is revenge. This is illustrated through the characters, symbols, and settings of both works. Revenge is a constant theme throughout the play Othello. It is portrayed through one of the character Iago. Iago is determined to destroy Othello and his loved ones. This retribution is a result of Othello promoting Cassio to the position of lieutenant. The theme of revengeRead MoreIago as Evil in William Shakespeares Othello Essay1138 Words   |  5 PagesIago as Evil in William Shakespeares Othello Othello is famously regarded as one of Shakespeares greatest tragedies. It explores the downfall of a great general Othello through a series of unlucky circumstances. Othellos character shows a man of high status whose job, marriage and life is ruined because of his insecurities by a man named Iago. Iago (Othellos ensign) is able to manipulate Othello, Othellos wife Desdemona and his own friend Roderigo (a VenetianRead MoreThe Dramatic Impact of Act 3 Scene of William Shakespeares Romeo and Juliet1568 Words   |  7 PagesImpact of Act 3 Scene of William Shakespeares Romeo and Juliet Shakespeares Romeo and Juliet, and in particular Act 3 scene 5 is full of dramatic tension, fuelled by various themes. Among the most prominent of these themes are those of secrecy, conflicting public an private worlds, dramatic irony, and the major contrasts in the beginning of the scene when compared to the end of the scene. Many of the stark contrasts that fill the play are clearly seen in Act 3 scene 5Read MoreEssay on Lessons in King Lear by William Shakespeare3489 Words   |  14 Pagesin King Lear by William Shakespeare Satisfying, hopeful, and redemptive: some critics would say that these adjectives belong nowhere near a description of King Lear. One critic, Thomas Roche, even states that the play’s ending is â€Å"as bleak and unrewarding as man can reach outside the gates of hell† (164). Certainly, Roche’s pessimistic interpretation has merit; after all, Lear has seen nearly everyone he once cared for die before dying himself. Although this aspect of the play is true, agreeing

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â€Å"Where are you from? † My stomach tightens and my mouth goes dry as I rack my brain for an answer that doesn’t Involve explaining my entire life story. My anxiety over such a simple question may seem unnecessary, but I have spent the past seventeen years trying to come up with a suitable answer to that same question. I have grown up a proud daughter of a united States Army soldier, and in my father’s line of work, never knowing where we’ll be sent next is part of the job description. We will write a custom essay sample on College App or any similar topic only for you Order Now I was born in New York and from there moved to Georgia. Then we moved to Rhode Island, back to New York, Kansas, Virginia, and finally Washington. That’s seven states. Not to mention, I have attended six different public schools and lived in seven different houses. You could say I’ve always been the new girl. My life is not Just in brown cardboard boxes though; it’s picking up and moving at any given time. What can I say In response to this question? Should I say the snow drifts in New York because that’s where I was born? Or should I say the rolling hills of Kansas because three years Is the longest Vive spent In one place? Some may feel sorry for me, but I couldn’t Imagine Miming any other way. We are not defined by a geographic location, but rather the challenges we face and how we learn from them. Unexpected deployments and goodbyes have shown me that some lessons are harder than others, but I know that I am heading towards a bright future. Through my travels I have experienced a wide range of cultures and lifestyles that some can only dream of. Being an Army brat has made me adaptable, flexible, and empathic. So, a simple answer to this question Just wouldn’t do my story Justice. I take a deep breath, smile, and say â€Å"I’m from everywhere. † How to cite College App, Papers

Social, Moral, Spiritual and Cultural Development free essay sample

Although there is no specific grading criteria for development in SMSC, OFSTED still grade a school with either: Outstanding, Good, Satisfactory or Poor in relation to their promotion and implementation of SMSC values. It is therefore important that schools focus on instilling good values within these areas throughout the curriculum and not just leaving the teaching of SMSC to a 30 minute lesson per week whilst everyone is sat on the carpet. There are plenty of opportunities to development SMSC within curriculum subjects, RE, Science and Creative Arts to name a few more appropriate subjects, but there is a place for SMSC within each and every subject if the teacher is strong enough in their own knowledge of the areas and creative enough to install them within the lessons they teach on a day-to-day basis. Former Home Secretary David Blunkett shared that â€Å"The vast majority of people in our society, regardless of their ethnic background, want the same thing for themselves and their children. Although he gave little to no evidence to support this claim, I feel not many people would disagree with the statement he made. It is from this shared viewpoint that Mr. Blunkett believes we all share, which emphasis on Community Cohesion is formed; allowing more experienced members of the community surrounding schools to help with the teaching of SMSC and not solely leaving its teaching with the designated class teacher. Furthermore, I believe that it is through this sense of unity and togetherness that children develop emotionally as well as spiritually, morally, socially and culturally, providing them with a stable well-being nd good attributes and attitudes to aid them in their development as human beings. This idea was restated within the Education Act of 2002 where it says â€Å"It is clearly recognised that there is more to life than achieving high standards in academic subjects. † Although this comment may be true; the acquisition of characteristics gained through SMS C development would greatly increase a child’s development within the subjects in which it can be found. This is to say, that a child’s ability to become a â€Å"good human being, purposeful and wise, themselves with a vision of what it is to be a human† (Ofsted, 2004, pg. 5) can reflect directly upon their development academically. So whether academia should be seen as more, or less important than development within the SMSC areas, it can certainly be seen within schools that SMSC has positive effects on both the mind, as well as the heart and soul. Spiritual development within the academic setting does not necessarily mean the same thing as spiritual development as a general term. Although it can mean the understanding of religious beliefs and worship, it also has less deity orientated meaning. The School Curriculum and Assessment Authority (1996) defined spirituality as a list of things, one of the most appropriate in my opinion as being: â€Å"the sense of identity and self worth which enables us to value others†. This was put into practice within a local school through the use of self and peer assessment. At the beginning of an English lesson based on poetry, an exemplar piece of work (often a famous poet such as Wordsworth, Cummings or Ted Hughes) was read to the children before they started their own work. During this introduction, the children were asked to discuss with each other their opinions and likes of the poem, whereby learning appreciation of the work and gaining an understanding of its value and the value which the poets holds to us. At the end of the lesson, this process was repeated but not with the original exemplar, but with a few pieces of the children’s own work which the children volunteered to be read aloud. This approach to teaching was not solely used within English, but transcended across all subject areas (picking out favourite parts or expressing love of specific areas within the work of others) and is therefore strongly representing spiritual development not only throughout the curriculum, but also throughout the day. The way of access spiritual development through academic study has a direct impact on the child’s well-being. This was seen after looking at the children’s expressions when their work was being read aloud, and when their peers were sharing their admiration for their creation. This gave the children higher self-esteem, willingness and participate and greater self-worth. But the impact did not just end their, it also have a positive effect academically. During this feedback/appreciation of their work, some children in class 5 in the school were seen to annotate their work after they had been given it back, based on the response of the other pupils. This self evaluative skill strongly benefits a child’s development as they learn to recognise room for improvement before they finish their work and can adapt and changed, solely from thinking what a group of appreciative people would think, perhaps feeling that in order to provide them with a greater sense of appreciated value. A summary of this idea that spiritual development has a great positive impact is shared by Eaude (2003, pg. 24) when stating that â€Å"Enabling children to be reflective – encourages spiritual experience and greater self understanding. Ironically – these may be the key to raising academic standards too. Furthermore, this has a direct link to the Statement of Values; under the heading of ‘The Self’ where it states that on the basic of such values, we should â€Å"Develop an understanding of our own characters, strengths, and weaknesses† and also under the Relationships heading to â€Å"Respect other, including childr en† and â€Å"Show others they are valued†. In order to value ourselves and others, we need a code by which to value them, to see whether they should be praised openly or whether discussion need to be held in case of disagreements, disputes or differences of opinion. It is for this reason that the government feels that teaching children to develop morally as well as spiritually, is vital. Within the Handbook for Inspecting Secondary Schools (1999), a set of morals or rules or expected behaviours were not highlighted but instead, emphasis on the â€Å"Essence of Morality† was prescribed when saying: â€Å"a framework of moral values which regulate personal behaviour†¦through teaching and promoting principles rather than through reward or fear of punishment. † This idea that a pre-designated set of rules, which cut across all places which differ socially, culturally and spiritually, could ever be formulated is itself highly implausible and therefore the notion to promote the essence of morality instead of pre requisites for morality is greatly beneficial, not only to the children within school, but also to the wider community. However, through several observations within school settings, specifically the next example, the ‘essence’ appears to be getting lost somewhere along the way. A reception class in School A had a set of classroom rules which they adhered to throughout their time in the classroom, and a set of school rules which they adhered to at all times within school. Such examples were ‘Respect other people and their belongings’, ‘Do not show anger to other children’ and ‘Always listen to the teacher’. (I noticed that this school as well as others, appeared to model their rules on the 10 commandments, regardless of whether it was a faith school or not, like School A) Failure to comply with these rules and persistent breaking of teachers commands (e. . sit down and listen to me, stop talking, settle down) resulted in child sitting on a ‘time-out’ chair. Sitting quietly with arms folded, answering questions politely and being patient were rewarded with stickers or stamps. Although this sense of positive or negative reinforcement may well get a well drilled class, it does not fall in line with the previou s definition of teaching morality, as it specifically says â€Å"through teaching and promoting principles rather than through reward or fear of punishment. (Ofsted, 1999, pg. 68) This way of attempting to teach morality in schools has a negative impact on children’s academic development, as they may be too scared of thinking of innovative ideas to present or write work in case they are disciplined for it. But not only this, it also affects their well-being; children being affected badly by being psychologically programmed to carry out certain behaviours and avoid others, much like Pavlov’s Dogs. However, I did witness some good practice and the previous example may just have been an anomaly. Within a year 1 class in School M, their classroom rules were written by the pupils themselves, and seen almost as a contract which they all signed at the beginning of the school year, and again half-termly to show their understanding and acceptance of their own ideas for moral goodness. This not only made the children think for themselves about the rights and wrongs within everyday life, but how to live alongside each other in harmony. This is highlighted in the statement of values under heading Relationships: care for others and exercise goodwill in our dealings with them† and to â€Å"work cooperatively with others†. Although in this example; moral development is undertaken and fostered by the children as individuals and as their own little society, there is still a highly valued role for the adult according to Ofsted (2004, pg. 15) when stating â€Å"Teachers have a significant responsibility for moral education. They inevitably define, for their pupils, standards of behaviour in the classroom and around school. This is to say that they too follow the rules of the classroom and act as role models for the children. Children look up to adults as extensions of themselves in the future and it is therefore important that adults show these young children how to be morally good human beings and citizens; and should children need a few subtle hints within moral development when they are coming close to dis ruption, instead of punishing the child, â€Å"teachers engage pupils in thinking about their responsibilities when issues arise. †(OFSTED 2004, p. 15) When fostering good social skills within children; it is important to note that there are, in my opinion, two very clear sides to doing this: social interactions with other pupils (internal) and social interactions with the wider community (external). As a school, it is important to make these strong links with the community so they are not seen as ‘external’ to the school, but rather an ‘extension’ of the school which can provide valuable resources. If schools instil this idea within children, it will â€Å"encourage puplils to take responsibility, show initiative and develop an understanding of living in a community. (Ofsted, 1999, pg. 73) This sense of community cohesion within school was seen very strongly in my last placement school as it had a very small catchment area and had a very warm and local feel to it. This was strongly evidenced through an initiative they had called ‘Community Challenges’. This initiative focused on getting membe rs of the community into the school to spend some time with the younger generation and not only learn from each other, but just to learn to know the people that are around you. Parents and relatives of children at the school and community members within a 2mile radius or so were invited into the school once every half term on a Friday afternoon to carry out a challenge. Whilst I was there, the challenge was to make a toy car which would be raced down a ramp in the school hall, points given for distance, accuracy and aesthetics. Community members were assigned groups to ensure a mix of skills and age ranges and also so everyone got a chance to meet new people. The impact which this had on the community as a whole and not just the children was clearly evident from the general atmosphere of the event. The children’s well-being was strongly developed due to the different backgrounds of people the children were meeting; instead of normally getting help from the same teachers and classroom assistants. It clearly seemed evident that they were absorbing the essence of community into themselves during this whole process and subsequently after the evident when sharing knowledge they had received from the people in their group. This obviously shows their development of academic skills too as per the nature of the task (group work). Ofsted (2003, pg. 7) states that: â€Å"pupils who are socially aware adjust appropriately and sensitively to a range of social contexts. They relate well to others and work successfully as a member of a team. † This is further backed up by several theorists, all of whose research stems from Vygotsky’s theory of the Zone of Proximal Development which states that more able others can extend the learning of children or less able through quest ioning, guiding, suggesting or critiquing. This embodiment of Social development has strong links with the statement of values in all 4 areas. In Relationships – ‘respecting others, care for others and earn loyalty, trust and confidence. Society – support families of different kinds, refuse to support values or actions that may be harmful to individuals or communities, The Self – make responsible use of our talents, rights and opportunities, strive throughout life for knowledge, wisdom and understanding and finally in The Environment – accept our responsibility to maintain a sustainable environment for future generations (although this may be talking about the natural environment, I feel it is important to see it as our social/human environment also). Social development and community cohesion is one of the most key areas within teaching I feel; as said by Ofsted (2004, p. g. 19) â€Å"The quality of our relationships defines the kind of people we are and, ultimately, the kind of world we live in. The final area within SMSC development is Cultural development, and although it is an area to be promoted independently, it is also deeply rooted throughout the other areas. Furthermore, in a world of ever increasing ethnic and religious diversity, it is highly important to â€Å"enable young people to embrace and understand cultural diversity by bringing them into contact with attitudes, values and traditions of other cultures. † (DfEE and DCMS, 1999, pg. 48) Much like when Ofted (2003) stated that the teaching of the â€Å"Essence of Morality† rather than the rules within our society should take president, they again share a similar belief within cultural development when saying it â€Å"recognises that cultures are always changing and growing; they are never static. Therefore, cultural development must go beyond just learning the norms and skills of a group of people; it also involves understanding the processes of cultural development and change and an appreciation of the inter-dependence of different cultures. † (Ofsted, 2004, pg. 23) There was a wide variety of examples within school of the appreciation and development of different cultures and cultural beliefs as I was within the school during Divali, Chinese New Year, Christmas and the lead up to Easter. As well as these special festivals, cultural diversity was recognised daily through the simple act of getting the children to answer the register in a different language. This promoted the awareness of different cultures and every time a new greeting was shown during the register, it was noted down on the board by the teacher and in the following weeks it was explored through books in English, counting in Math and Exploration in Art, DT and RS. At this particular school I was very lucky to have such a mix of cultures, including a large number of Polish and Czech children and a few Malasian and Chinese children. The well being of the children of different children was excellent as they were seen almost as a ‘portal’ to a part of the world the other children (and staff members) had never had much understanding of; and the well being of the children experiencing this new found information was greatly shown through their ‘awe and wonder’ of the class’s diversity. This accepted cultural diversity greatly impacted on their academic development, specifically within the Creative Arts and English due to the increased imagination capacity they now held having no longer been restricted the singularity of British culture. Within the Statement of values, cultural diversity and development can be linked with several areas, including: Society respect religious and cultural diversity and contribute to, as well as benefit fairly from, economic and cultural resources; Relationships – respect others, care for others and exercise good will and The Environment – preserve balance and diversity in nature where ever possible. In evaluation, the implementation of SMSC within the education system impacts children’s well being and academic development SO strongly, that the absence of SMSC would be a great loss not just to the children, but also to the wider community, and the future generations. All aspects within SMSC interlink, forming a web of rich nourishment which covers the EYFS, NC and school life in general. Furthermore, although these areas are different in many ways, they are also remarkably close that should ou even want to, you could not help but develop a child’s appreciation of culture when teaching them through Social development; nor could you develop a child’s spiritual attitudes without making them think about their moral attitudes also. It is important to remember though, that it is the job of the adults to foster and nurture these areas of development, not just because it positively affects the children in many areas including academic progression, but because it shap es them as human beings. To finish with a quote from a discussion paper on Spiritual and Moral development (1993) â€Å"Without curiosity, without the inclination to question, and without the exercise of imagination, insight and intuition, young people would lack the motivation to learn, and their intellectual development would be impaired. † Reference List: Department for Education (DFE),(2011) Improving the spiritual, moral, social and cultural (SMSC) development of pupils : non-statutory guidance for independent schools. EAUDE, T. New Perspectives on Spiritual Development, National Primary Trust, 2003. Education for Adult Life: The spiritual and Moral Development of Young People, London, SCAA, 1996 Handbook for Inspecting Nursery and Primary Schools, Ofsted, 2003. Handbook for Inspecting Secondary Schools, Ofsted, 2003. OFSTED. Promoting and evaluating pupils’ spiritual, moral, social and cultural development, 2004. Spiritual and Moral Development – A Discussion Paper, York. National Curriculum Council, 1993 Statement of values by the National Forum for Values in Education and the Community, QCA, London, 1999

Pierre Trudeau Essays - Pierre Trudeau, French Quebecers

Pierre Trudeau Pierre Trudeau, former Prime Minister of Canada, was once described as "A French Canadian proud of his identity and culture, yet a biting critic of French-Canadian society, determined to destroy its mythology and illusions". He has also been identified as "A staunch, upholder of provincial autonomy holding the justice portfolio in the federal government". Such cumulative appraisal and observation made by past fellow bureaucrat provides high testimonial for the ex-Democratic Socialist. This critique will establish and dispute the prime directives that Trudeau had advocated in his own book written during the years 1965 to 1967. The compilation of political essays featured in his book deal with the diverse complexities of social, cultural and economical issues that were predominant in Canadian politics during the mid 1960's. However, throughout my readings I was also able to discover the fundamental principles that Trudeau would advocate in order to establish a strong and p roductive influence in Canadian politics. Born in 1921, Trudeau entered the world in a bilingual/bicultural home located in the heart of Montreal, Quebec. His acceptance into the University of Montreal would mark the beginning of his adventures into the Canadian political spectrum. Early in his life, Trudeau had become somewhat anti-clerical and possessed communist ideologies which were considered radical at the time. Graduating from prestigious institutions such as Harvard and The School of Economics in England, Turdeau returned to Canada in 1949 and resumed his social science endeavors. At this time in Quebec, the province was experiencing tremendous cultural and political differences with the rest of the country. The Union Nationale had taken possession of political matters in Quebec and was steadily dismantling the socialist essence imposed on the province by the Federal government. The current Prime Minister, Maurice Duplessis, found himself battling a religious nationalist movement that corrupted the very fabric of political stability in Quebec. The Duplessis faction maintained their conservative approach towards political reform but failed to sway the majority of the population into alleviating with the demands of the Canadian government. The citizens of Quebec revered their clerical sector as holding 'utmost importance' towards preserving French cultural values and this did not correlate with the Federal government's policies and ideals. Francophones were under the impression that their own Federal government had set out to crush and assimilate what had remained of their illustrious heritage in order to accommodate economic and political tranquility. Trudeau himself had decided to join the nationalist uprising with his advocation of provincial autonomy. Ultimately, he and other skilled social scientists attempted to bring down the Duplessis party in 1949, but failed miserably in their efforts. Duplessis buckled underneath t he continuous pressure of French patriotism and was rewarded for his inept idleness by winning his fourth consecutive election in 1956. Although nothing of significance had been accomplished, Quebec has solidified its temporary presence in confederation at such a time. This prompted Trudeau to involve himself in provincial diplomacy as he would engage in several media projects that would voice his displeasure and disapproval with the ongoing cultural predicament in Canada (this included a syndicated newspaper firm, live radio programs). "If, in the last analysis, we continually identify Catholicism with conservatism and patriotism with immobility, we will lose by default that which is in play between all cultures...". By literally encouraging a liberal, left- wing revolution in his province, Trudeau believed that Democracy must come before Ideology. Gradually, his disposition would attract many politicians and advocates of Socialism, and thus it allowed him to radiate hi s ideology onto the populace of Quebec. Trudeau makes it clear in his book that during the early years of the Duplessis government, he was a staunch admirer of provincial autonomy, but with the archaic sequence of events following the conflicts that arouse between Federal and Provincial matters in Quebec, he had taken a stance on Federalism that involved security, economic prosperity and centralized authority. It wasn't until 1963 when the newly appointed Premier of Quebec, Rene Levesque, warned that there must be a new Canada within five years or Quebec will quit confederation. It was not until 1965 that a man named Pierre Trudeau entered politics. It is at this point in his anthology that I was able to Pierre Trudeau Essays - Pierre Trudeau, French Quebecers Pierre Trudeau Pierre Trudeau, former Prime Minister of Canada, was once described as "A French Canadian proud of his identity and culture, yet a biting critic of French-Canadian society, determined to destroy its mythology and illusions". He has also been identified as "A staunch, upholder of provincial autonomy holding the justice portfolio in the federal government". Such cumulative appraisal and observation made by past fellow bureaucrat provides high testimonial for the ex-Democratic Socialist. This critique will establish and dispute the prime directives that Trudeau had advocated in his own book written during the years 1965 to 1967. The compilation of political essays featured in his book deal with the diverse complexities of social, cultural and economical issues that were predominant in Canadian politics during the mid 1960's. However, throughout my readings I was also able to discover the fundamental principles that Trudeau would advocate in order to establish a strong and p roductive influence in Canadian politics. Born in 1921, Trudeau entered the world in a bilingual/bicultural home located in the heart of Montreal, Quebec. His acceptance into the University of Montreal would mark the beginning of his adventures into the Canadian political spectrum. Early in his life, Trudeau had become somewhat anti-clerical and possessed communist ideologies which were considered radical at the time. Graduating from prestigious institutions such as Harvard and The School of Economics in England, Turdeau returned to Canada in 1949 and resumed his social science endeavors. At this time in Quebec, the province was experiencing tremendous cultural and political differences with the rest of the country. The Union Nationale had taken possession of political matters in Quebec and was steadily dismantling the socialist essence imposed on the province by the Federal government. The current Prime Minister, Maurice Duplessis, found himself battling a religious nationalist movement that corrupted the very fabric of political stability in Quebec. The Duplessis faction maintained their conservative approach towards political reform but failed to sway the majority of the population into alleviating with the demands of the Canadian government. The citizens of Quebec revered their clerical sector as holding 'utmost importance' towards preserving French cultural values and this did not correlate with the Federal government's policies and ideals. Francophones were under the impression that their own Federal government had set out to crush and assimilate what had remained of their illustrious heritage in order to accommodate economic and political tranquility. Trudeau himself had decided to join the nationalist uprising with his advocation of provincial autonomy. Ultimately, he and other skilled social scientists attempted to bring down the Duplessis party in 1949, but failed miserably in their efforts. Duplessis buckled underneath t he continuous pressure of French patriotism and was rewarded for his inept idleness by winning his fourth consecutive election in 1956. Although nothing of significance had been accomplished, Quebec has solidified its temporary presence in confederation at such a time. This prompted Trudeau to involve himself in provincial diplomacy as he would engage in several media projects that would voice his displeasure and disapproval with the ongoing cultural predicament in Canada (this included a syndicated newspaper firm, live radio programs). "If, in the last analysis, we continually identify Catholicism with conservatism and patriotism with immobility, we will lose by default that which is in play between all cultures...". By literally encouraging a liberal, left- wing revolution in his province, Trudeau believed that Democracy must come before Ideology. Gradually, his disposition would attract many politicians and advocates of Socialism, and thus it allowed him to radiate hi s ideology onto the populace of Quebec. Trudeau makes it clear in his book that during the early years of the Duplessis government, he was a staunch admirer of provincial autonomy, but with the archaic sequence of events following the conflicts that arouse between Federal and Provincial matters in Quebec, he had taken a stance on Federalism that involved security, economic prosperity and centralized authority. It wasn't until 1963 when the newly appointed Premier of Quebec, Rene Levesque, warned that there must be a new Canada within five years or Quebec will quit confederation. It was not until 1965 that a man named Pierre Trudeau entered politics. It is at this point in his anthology that I was able to

The Ultimate AP US History Study Guide

The Ultimate AP US History Study Guide SAT / ACT Prep Online Guides and Tips Studying for AP US History is an exercise in memorization and critical thinking. Multiple-choice questions in this course will ask you to read and analyze documents based on your historical knowledge. Essay questions require similar skills, but with the added challenge of synthesizing your ideas into a coherent argument that incorporates outside knowledge and evidence presented by the test. In this AP US History study guide, I'll give you all the resources and strategies you need to prepare for not only the AP exam, but any test that comes your way in this course! What’s the Purpose of This AP US History Study Guide? This guide will help you prepare for the AP test and other assessments you encounter throughout the school year.It includes instructions for creating an effective study plan, some useful study tips, an overview of the content covered in the course, and a list of resources for practice questions.This is a one-stop-shop for all the information you need to master the material covered in AP US History. Creating a Study Plan for AP US History You should start studying sooner rather than later for this test because there’s so much information to remember.Ideally, you’ll build on knowledge throughout the year and regularly review to avoid forgetting earlier parts of the course.I’d recommend doing a holistic review after each in-class exam that covers everything you’ve learned up to that point.Begin your final review for the AP test in March or April so you have a month or two to spread out your studying. Here's an essential step-by-step prep process that I recommend for the test: Step 1: Take a Full Practice Test (3 Hours 15 Minutes) The first step is to take a practice test under realistic conditions. Time yourself in accordance with the real AP test, and write out both essays completely. Put a mark next to any multiple-choice questions that required you to guess - it's important to go over this information later even if you happen to guess correctly.When you’re done, score the test to see how well you would do on the real AP exam if you took it right now. Depending on how much you're hoping to improve your score, you may have to budget in more or less study time.If you’re already scoring close to a 5 (or a low 5), you might complete these steps once and find that you’re satisfied with your results (about a 10-12 hour commitment).If you’re scoring two or more AP points lower than you would like, however; you should probably plan to go through this process several times. Step 2: Catalog Your Mistakes and Guesses (1 Hour) After you score the test, go through your mistakes and lucky guesses.Try to categorize the mistakes by content area so you can see patterns and determine which parts of the course you need to study most.Once you’ve identified what you need to study, you can move on to reviewing the actual content.Make a list in descending order of the topics that correspond to the highest number of missed multiple-choice questions and missed points on essay/short answer questions. Step 3: Study Relevant Content Areas and Practice Multiple Choice Questions (2 Hours) Use the list you made in the previous step to guide your review of the content.Start with the areas where you just need a little refresher, and work your way up to the big issues you had on the diagnostic test.When you’re satisfied that you’ve fixed the gaps in knowledge that led to your errors, you should do some practice multiple-choice questions to make sure you really know your stuff (find them in review books or on one of the sites listed later in this article!). Step 4: Practice Planning and Writing Essays (2 Hours) You need to practice writing essays before you take the test so that you feel comfortable with the time constraints and requirements.This is especially true when it comes to the document-based question, which has a unique format.After examining the problems with your essays from the original diagnostic test, practice your skills on additional free-response questions.For the sake of saving time, you don’t necessarily need to write out entire essays, but you should at least make rough outlines that include all the components of a successful essay.That being said, if you struggled a lot with time on the initial test, I would recommend going through another timed free-response section in full so that you can practice moving more quickly. Step 5: Take a Second Full Practice Test (3 Hours 15 Minutes) After you’ve gotten more familiar with the material, take a second full practice test to assess your progress.If you find that you’ve improved to a satisfactory level, you might stop there and just do light review until the exam.If you’re still not happy with your results, repeat this process, and make sure you’re really absorbing the material as you study.The next section will give you some more tips for studying effectively! Always time practice tests to the specifications of the AP exam! You have to get used to thinking and writing quickly. AP US History Study Tips These tips will help you get the most out of your time as you go through the process outlined in the previous section. This exam assesses your historical knowledge in a different way than other tests you may have taken in the past. Make sure your study methods lend themselves to the format! Tip #1: Make Thematic Connections The ultimate goal of AP US History is for you to be able to connect individual events to the main themes of the course and draw conclusions about historical trends based on your analysis.As you study, don’t just look at events in isolation.Examine how they relate to other events of the time and how they might have resulted from different cultural and political attitudes.What were the outcomes of particular events and how and why did they feed into different, larger trends?Ask yourself to dig deeper. Thiswill help you on in-class assessments and the AP test. Tip #2: Read and Repeat When you read content notes for AP US History, you may think you have a fact committed to memory but forget it when it comes up on a test. Pause every couple of minutes, and try to remember the facts that you just reviewed without looking back at your notes. You’ll know immediately if you’re not absorbing the information.If you’re having trouble remembering a particular fact, try to make a distinctive connection with something else that's easier to remember. For example, let’s say you were trying to remember which items were taxed by the Townshend Acts.It was glass, lead, paint, paper, and tea. You could think of the mnemonic GuLPP iT to remember them.It also makes sense because all of the taxes were repealed except for the one on tea, which you can gulp!I know this sounds super weird, but I find the weirder the method of remembering something, the more likely it is to stick in your mind. Tip #3: Practice Writing Essay Questions The free-response section is the biggest challenge on the AP exam because you have to plan and write two coherent essays over the course of less than two hours.It’s imperative that you do lots of practice before the test to prevent your essays from being disorganized or lacking in focus.You can consult the College Board site for links to past AP US History free-response questions. Make sure you always have a strong thesis statement and all the points in your essay relate directly back to it.Plan out your essay before you start writing to keep yourself on track.Try to include relevant outside knowledge, but ONLY if it pertains directly to your argument and the subject of the question. Don’t just spew out everything you know about the topic! Write your practice essays in illegible cursive with a fountain pen. It's what the founding fathers would have wanted. Themes in AP US History AP US History covers history in what is now the United States from 1491 to the present.There are seven main themes (covering 19 different learning objectives) in the course that connect events throughout this 500+ year period.For each of these themes, I’ll briefly go over the skills you're expected to master so you can study strategically: Theme 1: American and National Identity Explain how ideas of democracy, freedom, and individualism factored into the development of American political institutions, cultural values, and identity. Explain how various interpretations of the Constitution and debates over which rights are granted to which groups have affected American society and politics. Analyze how American national identity changed with US involvement in international conflicts and the expansion of the country. Analyze relationships between different regional, social, and ethnic groups in the US, and explain how their various experiences relate to the country’s national identity. Theme 2: Politics and Power Explain how and why political ideas and institutions have developed and changed over time. Explain how reform groups and other activists have sought to change American society and institutions. Explain how differing views on the role of the federal government in the social and economic lives of Americans have impacted political debates and policies. Theme 3: Work, Exchange, and Technology Explain the development of labor systems and how they have impacted the lives of US workers and society as a whole. Explain how patterns of exchange, markets, and private businesses have developed, and analyze governmental responses to economic issues. Analyze how technology has impacted economic development and society as a whole. Theme 4: Culture and Society Explain how religious groups and ideas have affected American politics and society. Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions. Explain how ideas about gender roles and women’s rights have affected society and politics. Explain how different group identities (ethnic, racial, class, regional) have emerged and changed over time. Theme 5: Migration and Settlement Explain the causes of migration to colonial America and, later, the US, and analyze the effects of immigration on US History. Analyze patterns of internal migration and settlement in what would become the US and how this has impacted American life. Theme 6: Geography and the Environment Explain how geographic and environmental factors have shaped the development of communities in the US and analyze how debates about natural resources have impacted group interactions and government policy. Theme 7: America in the World Explain how different types of interactions between empires, nations, and peoples have influenced political, social, and economic developments in North America. Analyze the reasons for and results of US diplomatic, economic, and military initiatives elsewhere in the world. Look at all these themes! It's like being at a theme park minus the scents of fried food and despair! Also, I HIGHLY doubt this roller coastercould pass a safety inspection. AP US History Content: Notes and Outlines Now, I’ll give you notes on the course content so that you can study the facts and connect them to the themes and learning objectives!The content is divided into nine different historical periods.Under each, I will list important topics with links to notes. Every period also includes a link to at least one timeline of significant events. I think it's helpful to have these handy so you get a better grasp of the chronology (which will be very helpful on free-response questions). The timelines are from APstudynotes.org, and the rest of the notes are from a different site called APnotes.net. I choose to source the notes from the second site because it gives a more succinct overview of the content, with key dates and major events bolded. It's good for a quick review. I'd recommend looking at the chapter outlines on APstudynotes.org if you want to see a longer, more detailed description of historical trends and events. Period 1: 1491-1607 Timeline of Significant Events â€Å"New World† beginnings Early English settlement Period 2: 1607-1754 Timeline of Significant Events Settlement of the Northern colonies Colonial society leading up to the Revolution The fight for control of North America Period 3: 1754-1800 Timeline of Significant Events (1750-1775) The road to the American Revolution Timeline of Significant Events (1775-1800) Seceding from the British Empire The Confederation and the Constitution Starting up a new government Period 4: 1800-1848 Timeline of Significant Events (1800-1825) The Jeffersonian Republic Nationalism and the second war for independence Formation of a national economy Timeline of Significant Events (1825-1850) The rise of a mass democracy The ferment of reform and culture Controversy over slavery Period 5: 1844-1877 Timeline of Significant Events Manifest destiny and its legacy The sectional struggle Leading up to the Civil War Civil War Part 1 Civil War Part 2 Reconstruction Period 6: 1865-1898 Timeline of Significant Events Politics in the Gilded Age Industrial progress Development of cities Agricultural revolution and the West American imperialism Period 7: 1890-1945 Timeline of Significant Events (1900-1920) America on the world stage Progressivism and Theodore Roosevelt’s presidency Wilsonian progressivism at home and abroad World War I Timeline of Significant Events (1920-1945) The Roaring Twenties Economic Boom and Bust The Great Depression and the New Deal FDR Presidency and the Road to WW2 World War II Period 8: 1945-1980 Timeline of Significant Events (1940-1960) Start of the Cold War Eisenhower Era Timeline of Significant Events (1960-1970) Political and social unrest in the sixties Timeline of Significant Events (1970-1980) Stagnation in the seventies Period 9: 1980-Present Timeline of Significant Events (1980-1990) Resurgence of Conservatism Timeline of Significant Events (1990-2000) Clinton presidency and post-Cold War era Timeline of Significant Events (2000-Present) The start of the new century Quick Reference Sheets: APUSH Teacher Creations: Interactive timeline of major historical events in the US through 2015 Full study guide with terms CourseNotes: Political parties in US History Important political documents in US History Important Supreme Court cases Spacious skies, amber waves of grain, etc. Resources to Test Your Knowledge Here some print and online resources that you can use to review for the AP test and smaller portions of the curriculum throughout the year: Review Books A few books we recommend are: Cracking the AP US History Exam Kaplan AP US History 2016 AP US History Crash Course Read the full article on the best review books for APUSH for more details! Official College Board Materials These practice questions come directly from the College Board, so they're the most accurate representations of what you can expect on the real test. Try to save these resources for later in your studying so you can get an accurate reading on your strengths and weaknesses when you're close to the exam. FRQs 2001-2015 2015 Practice Exam 1996 Official Released Exam Unofficial Practice Materials Quizlet Flashcards and QuizzesThese are student-created sets of flashcards that cover every aspect of AP US History.You can study different sets depending on where you are in the course or which areas need the most improvement.After you study the terms, you can play games to review them and test your factual recall! Mini Practice Quizzes for AP US History You’ll find practice quizzes for every topic covered in the course here.There are multiple choice questions and, for some topics, â€Å"short answer† questions (you’re given a drop-down menu of 12 answer choices).These won’t help much with the more analytical elements of the test, but if you want to test your knowledge of facts, they'll serve you well. Learnerator AP US History Practice Quizzes This is a series of quizzes on every topic in the curriculum.As you go through them, the site will display stats detailing how you fared on questions of varying difficulty levels.This should help you figure out whether you’ve mastered the material. GetaFive AP US History Course You can sign up for free for this service and enroll in the AP US History course.There are lots of practice questions and video lessons that may be helpful in your studying. Practice Quizzes for The American Pageant 12th Edition This site has chapter-by-chapter practice quizzes organized around an old edition of The American Pageant textbook.Questions are multiple choice and true-false.Again, this is more helpful for factual recall than for analysis questions. CourseNotes Practice Quizzes for AP US History This site has six pages of multiple-choice quizzes on all the topics you need to know for the exam! Varsity Tutors AP US History Practice Quizzes Varsity Tutors has short multiple-choice practice quizzes on every topic as well. Matching and Multiple Choice Short Practice Quizzes This site has sets of matching and multiple choice questions for every period in US History. They've got questions; YOU'VE got answers! Conclusion AP US History covers seven major themes across nine periods. It's hard to study this much material, which is why it's good to have a game plan! To recap, the steps I'd recommend you take in your studying are: Step 1: Take a Full Practice Test Step 2: Catalog Your Mistakes Step 3: Study Relevant Content Areas and Practice Multiple-Choice Questions Step 4: Practice Planning and Writing Essays Step 5: Take a Second Full Practice Test You can repeat these steps as necessary depending on how much you need to improve! As you review, also keep a few key tips in mind: Tip #1: Make Thematic Connections Tip #2: Read and Repeat Tip #3: Practice Writing Essays Frequently Use the notes provided in the content overview and the resources in the last section to get yourself up to speed. Start studying for the final exam at least one or two months beforehand, so you aren't forced to cram! What's Next? Want more practice for document-based questions? We wrote a whole article on the best resources for document-based questions that you can use in your studying. Are you applying to colleges that recommend or require submission of Subject Test scores? Read this article to learn more about the differences between AP tests and SAT Subject Tests. You can also check out our complete study guide to the SAT US History Subject Test.If you take it right after the AP US History exam, you might not need to study much at all! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Woodlice Lab Report Example | Topics and Well Written Essays - 1000 words

Woodlice - Lab Report Example Their food includes dead insects, roots of young plants and decaying vegetable materials. During the day they hide in cool dark places under stones and flower pots (Smith 7). Woodlice are harmless, and in spite of their name, they do not spoil wood. They have an external shell skeleton, which sheds off as they mature (Smith 6). The female woodlice are identified to keep fertilized eggs s under their bodies until they are hatched into small white young ones. Research has shown that females ones have the ability to reproduce sexually. Woodlice are crustaceans, which are found in the same class such as crabs and lobsters. However, their unpleasant taste distinguishes them from other group members. These types of creatures breathe through the lungs which are found in their hind legs. They are mainly found in earthly environment since they are used to losing a lot of water through excretion. Therefore, they live in damp and dark places such as rocks and logs, because they need moisture to survive. In comparison to other creatures, woodlice have predators such s spiders, lizards and birds. These predators depend on woodlice for their survival. To this effect woodlice have adaptive features that enable them to survive. Such features include rolling themselves in to some form of ball and stretch again to their normal size and length. They are found in varied lengths such as short, middle and long, and they also move at varied speeds. Method This experiment basically requires knowing how to control a population of woodlice. Around 24 of woodlice were place in the plastic container. The length and the length of internal of woodlice were taken by using a ruler and the microscope. Also, the number of plates was counted by using the microscope. In addition to that, the speeds of woodlice were taken by using two rulers to design the drag and the stopwatch as well to record the distance Results Trait Dorsal plate number Speed (seconds/10 cm) Length (cm) Color (values using so il color chart) Mean 7 21.20833333 0.991666667 5.083333333 Standard Deviation 0 +10.29131828 + 0.21450989 + 1.248187091 Standard Error 0 +2.100706547 +0.043786648 + 0.254785123 According to the information shown in the graph, the speed of woodlice has an effect to its survival. . From the report, short woodlice were shown to have survived (Therefore, predators are able to identify the long woodlice more easily than short ones. This explains the reason why woodlice roll in circular forms for their survival. When in their circular form, length can not be identified hence their survival. Short woodlice have the ability to hide from the predators since they are flexible. This enables them to survive because of their small size and speed. However, the long woodlice can be easily spotted by predators hence their decrease in population. In addition, their length makes them to move sluggishly compared to short ones who move fast and survive Discussion Scientific experiments depend on data t hat has been collected objectively. This indicates that researchers should not influence the results of an experiment with or without their knowledge. Instruments used in the study should be well placed and arranged so as to give reliable opinions and observations. Such observations shall be used to draw concussions, which may affect other areas of science negatively. This explains the reasons which led each group to encounter error in their experiment. For example, woodlice were not experimented in their natural habitat. When a living creature is removed from its natural environment, it tends o develop features that can assist it survive (Schmalfuss 76). However, if it fails it may die. Such deaths may decrease the woodlice population. Investigations should be carried in the normal area of the organism for

IBM Essay Example | Topics and Well Written Essays - 1000 words

IBM - Essay Example The company and employees welcome change as the main driver of success and profitability. IBM has 32 leaders responsible for certain organizational activities and performance. Customers and technology are the primary driving factors in this arena. Customers want products that satisfy their needs or improve their productivity. IBM looks for ways to deliver these benefits at a lower cost, smaller size, and higher speed. Operating within an industry with this kind of rapid change presents several challenges for personal computer and notebooks, namely production costs, intellectual property owners, and monopolies. In general, IBM is one of the profitable Corporations today and, as predicted, in future (Bellis, 2001). Strengths of IBM Corporation include knowledge, relationships, selling and history. The challenges of the company are based on high quality of products and services. Direct sales force maintains a relationship. Among the weaknesses are high competition and rapidly changing technology market. The innovative PC technology is not cheap and that is why not all the potential customers can afford it today. IBM, in contrast to Dell Corporation, tries to maintain high standards of service proposing and selling (the most important) to its customers high quality products. Taking into account his vision of the company, it is possible to say that central planning and negotiating inputs from might have gone, but there remained the assumption that some other agency would solve the problems: an assumption the CEO himself appeared to share. All of this was taking place within a structure which remained hierarchical, with little involvement of junior management or the workforce, who believed that their product could only sell locally and clung to the assumption that they could sell everything they could produce. All of the IBM leaders participate in the change

Analysis of relationship marketing Essay Example | Topics and Well Written Essays - 1250 words

Analysis of relationship marketing - Essay Example "All too often, many of us go to the dealer with the idea that we'll get the best deal for our money, only to be tricked and manipulated into paying more or buying a model that we don't want. In tact, African Americans consistently overpay--an average of $315 more than other car purchasers--according to a study done of 750,000 actual purchases in 1999 and early 2000 by the National Bureau of Economic Research" (Jackson, Car Buying 101: Buying a New Car in a Few Simple Steps, 2004: 195). The above mentioned statement automatically shows the importance of a website that provides a service through which a customer would buy a car that he/she wants and that with the terms decided, and there when the importance of Edmunds.com is identified, Edmunds.com includes all the data on the new and used cars, from features to the prices of cars, from test drive videos to the tips to maintain such cars, almost every thing appears on the website, including the ways through which "you" can become car's owner, it includes ownership plans, the leasing and all useful material. Few good features of the company include the information through the wireless edmunds.com, the site know as Edmunds2Go!, which is accesible through the PDAs and internet enabled cell phones, another benefit the visitors get is that the company circulates free email newsletters to its voluntary subscribers, another most thrilling feature that is used by the edmunds.com in the most impressive way is its true market value pricing tools, actually launched in the year 2000, "The Edmunds.com True Market Value New Vehicle Calculator provides the estimated average price consumers are currently paying when buying new vehicles. The Edmunds.com True Market Value Used Vehicle Appraiser estimates the actual transaction prices for used vehicles bought and sold by dealers and private parties" ( from Wikipedia, free encyclopedia). So it is the best what company can provide with in its limit to the visitors, the best outcome of launching such tool is that, people from all around the world now log in to find the actual prices of cars all around the world, it is perhaps the best service an automotive website can provide, it is considered to be the most innovative idea by the web operators to bring such a change in the website, the other such online services and tools include TMV new vehicle calculator which estimates the price that the buyers are paying to the dealer for the ownership of new vehicles, TMV finance rate estimator which gives the idea of how much of loan can be obtained and what is in relation to it and the ownership of car, Edmunds.com has another feature added recently which shows how much it would cost if the buyer would buy a car in full terms ownership, it is known as True Cost to Own SM

Overview Of Strategic Sourcing Initiative Management Essay

Overview Of Strategic Sourcing Initiative Management Essay 1. Gillet and the 7 Step Methodology The Gillette Company launched a Strategic Sourcing Initiative to create savings to invest in company brands, fund research and development. They employed a formal 7-step strategic sourcing methodology to competive source and evaluate suppliers on cost, quality and services provided. Enabled by a strong commitment from Senior Management and cross-functional global teams, this strategy produced savings and improved the quality of the products and services procured.   Step 1 Develop the Category Profile. Teams are formed to develop a comprehensive understanding of their category profile. They must understand what we buy, who we buy it from, what are the product/service characteristics/specifications, what is the current cost, and who and how the spend is managed internally. They must understand market trends and economics that impact these purchases as well as our current negotiation leverage with suppliers. This comprehensive understanding of the Category also enables to break down spend into subcategories, components, services, transportation costs, administrative costs or other divisions to be either be consolidated with one supplier or divided among several suppliers. Indeed, this sourcing step facilitates procurement managers in setting supplier diversity targets and strategies. Step 2 Generate the Supplier Portfolio. Teams must include minority suppliers as well as non-traditional suppliers. They must look at companies that provide total outsourcing capabilities and suppliers who are best in class in specialized spend categories. Then through a rigorous process of researching suppliers, evaluating and prioritizing capabilities, the list of suppliers is converted to a manageable list. This step reduces the workload of reviewing RFPs and negotiating with suppliers later in the strategic sourcing process. Step 3 Develop sourcing strategies. The sourcing team develops a supplier survey for both incumbent and potential alternative suppliers. The survey helps evaluate the suppliers capabilities to serve as well as their costs to serve. At this time, the team will also verify spend information with the data that incumbent suppliers may have from their sales systems. Category should be assesed in a Category Position Matrix. This process aids teams in developing their sourcing strategies. Teams must evaluate the complexity of the market, the competitiveness, the ability to switch suppliers, and the number of suppliers in the market. They must also position their Category in terms of business impact, how much total spend and how does this category impact core business operations. In doing so, teams will find their category falls into one or two of the following boxes: Leverage Category, Strategic Category, Non-critical Category or Bottleneck Category. From this positioning matrix, teams can determine which of the sourcing strategies are most appropriate.   Typically, teams who find themselves in the Leverage or Non-critical Categories will use the left side of the Sourcing Gemstone: Volume Concentration, Best Price Evaluation or Global Sourcing. Teams who confront more complex markets, may want to consider Product Specification Improvements, Joint Process Improvements or Relationship Restructuring strategies. In a Volume Concentration strategy, teams will often look to reduce cost by consolidating volumes from different facilities, regions, or business units. This strategy encourages suppliers to lower their costs in anticipation of greater volumes.   Teams may also consider a Best Price Evaluation strategy, where they select various suppliers who have the best offering for each segment of the spend. Best Price Evaluation allows yousegment and optimize your spend. Step 4- Select implementation path. The combination of the first three steps provides important input to developing a sourcing strategy and applying it in this step. The sourcing team has two sets of constituencies: 1) the people who use the things that are bought, and 2) the executives who manage overall costs. The people who use the spend category accept cost reductions as long as they a) start in another department; b) dont change suppliers; and c) dont create any complaints from the supply base that might affect any part of the relationship. For users, all change is bad. For executives, cost and service competitiveness is a key objective, but they too are users of various corporate services, so they often have a split personality between executive pursuit of cost improvement and being users who resist change. In order to mobilize users and executives to support the category sourcing strategy, it is necessary to communicate benefits and overcome potential risks. Step 5- Negotiate and select suppliers.   Preparing a request for proposal and preparing and soliciting bids. This will define the basis for competition to the prequalified suppliers. It includes product or service specifications, delivery and service requirements, evaluation criteria, pricing structure and financial terms and conditions. Also a communication plan will be executed that will attract maximum supplier interest. The RFP is then sent out to all suppliers and they are given enough time to respond completely, with follow-up messages sent to encourage supplier response and field questions. The sourcing team applies its evaluation criteria to the supplier responses. If more information beyond the RFP response is needed, its requested. The negotiation process is conducted first with a larger set of suppliers then narrowed to a few finalists, if it is done manually. Step 6 Implement agreements. Finally, the winning suppliers are notified and invited to participate in implementing recommendations. Implementation plans vary depending on the degree of supplier switches. For new suppliers, a communication plan has to be developed that manages the transition from old to new supplier at every point in the companys process that is touched by the spend category. Step 7- Continuos improvement. It is particularly important to measure the new supplier closely in the first several weeks of performance. Being able to demonstrate performance equal to or better than the former incumbent one will be particularly important during that sensitive time. Gillette Companys Strategic Sourcing Initiative has not only produced significant cost savings, but has enabled and advanced Gillettes Supplier Diversity Initiative. 2. Nestlà © and its mix of purchasing strategies To leverage Nestlà ©s purchasing volume as a strength in a business environment where the impact and importance on many spend categories is increasing, it requires planning and strategy determination, It is necessary to understand that supply markets are not and will not always be in surplus or excess, so the assurance of long term competitive supply through purchasing planning and strategy implementation is key to the realisation of Nestlà ©s growth and profitability objectives. The evaluation of different purchasing strategies can only take place once a detailed spend analysis has been completed. Strategic options must take into account: business sector objectives; total cost of ownership; supply market and its evolution; appropriate purchasing approach (e-Auctions, tenders, negotiations); value creation opportunities; emphasis on price management through competitive bidding; key stakeholders involvement and their support. Rationalisation and Standardisation This strategy is based on working with suppliers to have fewer and standardised specifications. Specification rationalisation will not only allow higher volume price leverage but also expose efficiencies throughout the supply chain, resulting in lower costs. Subcontracting/Outsourcing A key strategy in sourcing products and services is Subcontracting/Outsourcing. The responsibility of subcontracting activities rests with Technical and Production. Normally a Strategic Buyer will lead this process and manage crossfunctional teams to monitor the commercial relationship as well as to ensure optimum terms and conditions for Nestlà ©. Subcontractors are required to adhere to Nestlà ©s Corporate Business Principles. Cross-Functional Teamwork Purchasing must continue to work within and expand the use of cross-functional teams. Depending on the scope of the project, such teams may also involve suppliers and third-party expertise. Nestlà © acknowledges and encourages the role suppliers can play in innovation, creativity and the identification of new business proposals, which will improve and add value and growth to both companies. Nestlà © also considers suppliers as an important information source and relies on their objectivity and expertise. As the relationship progresses, it may well evolve into that of a preferred supplier. Purchasing wil retain the overall responsibility for the relationship and interface with suppliers. Supplier Management To better manage the supplier base and reduce transactional costs, Nestlà © may request suppliers to: offer their products or services via e-Requisitioning (catalogues), accept payment by P-card, deliver materials through a vendor managed inventory (VMI) or consignment stock initiative and collaborate using e-Supply Chain tools. Approval/Accreditation The extent or degree of approval/accre ditation as a supplier to Nestlà © depends on the sophistication or sensitivity of the material, product or service, the suppliers reputation and record with Nestlà ©, as well as their ability to offer competitive terms and conditions. Quality Management To achieve Nestlà ©s objective of offering consumers high quality nutritional products, they expect suppliers to guarantee the quality of the goods they supply or the service they provide. Nestlà ©s goal is to be able to rely on our suppliers competence and ability to implement jointly their quality programmes. Suppliers must be fully aware of Nestlà ©s quality and safety standards, understand their quality policy; share their objectives and work together to achieve them. In particular they consider their suppliers responsibility to ensure the traceability of all materials used in their own production or process. Supplier Audit Suppliers of raw and packaging materials must be incorporated into a formal assessment covering audits and inspectionsof their quality records. Formal audits of the suppliers quality assurance system and technical capabilities must be carried out. Suppliers need to be open and responsive to Nestlà ©s requirements and provide all necessary information on the composition and manufacture of their products. E-Procurement Nestlà © encourages and promotes the use of electronic tools to optimise the value chain to lower costs, create efficiencies, drive product availability and enhance customer service.   Purchasing evaluates and promotes the use of e-Procurement tools both within the company and within the supplier base. Benchmarking With the trend towards closer relationship with suppliers, benchmarking becomes an essential tool for measuring performance and highlighting opportunities. The concept of benchmarking should be seen as a continuous process of evaluation to ensure that results are quantifiable and actionable; it must be supported by a direct management commitment and should be clearly defined in terms of what is to be compared. 3. Procter Gamble sourcing networks and expressive competition Procter Gamble put into practice an approach to build sourcing networks, called expressive competition. It is a vision that looks past lowest-price reverse auctions and combinatorial packagebidding toward a highly expressive business relationship with suppliers. It enables suppliers to make electronicoffers that express rich forms of capabilities and efficiencies. As the buyer, PG also uses an expressive languageto state constraints and preferences. The detailed expressions of supply and demand are brought together viaan advanced optimization engine to decide the optimal allocation of business to the suppliers. In the process, PGs suppliers benefited from the winwinapproach: expressive competition matched demand to the most efficient means of production- rather thansqueezing suppliers profit margins- and removed the exposure risks in making offers. Beyond direct monetarysavings, the benefits included the re-design of supply networks with quantitative understanding of the trade-offs. The relationships between companies that purchase materials, goods, and services and their suppliers can be viewed as a network, because many companies both purchase and supply. Traditionally, the buyer configures the network and then asks offers from suppliers. This approach produces suboptimal results because it ignores suppliers alternative capabilities. With the new process this will be reversed by first collecting offers and then using optimization to configure the optimal network based on those offers. CombineNets (software currently used) approach is particularly relevant in transportation sourcing. By considering the most efficient routings that carriers can offer, both individually and collectively, it develops more efficient networks than the current networks. Buyers can construct supply chains in light of supplier capabilities as expressed in their offers. Companies can now make decisions on large baskets of items to be procured, rather than in a number of submarkets, naturally improving the allocation decisions. PGs use of expressive competition enables it to manage and exploit complexity and rich data to obtain the best value. In short, PG is now faster, more rigorous, and better able to leverage its purchasing experts than it was. It obtains greater savings with every analysis than it could before it adopted this process. 4. HONDA Global and Local Sourcing Traditionally, the standard metrics used by Japanese automakers in choosing suppliers wee quality, cost, delivery and technology. In the case of Honda, three other factors drive their spurchasing strategy. They depend on suppliers for more than 80% of components in their cars. They procure components from an estimated 400 tier one suppliers in Japan. Globally, Hondas supplier total number is close to 1,000 including more than 600 in North America. The main reason for this large number of North American suppliers: the distance between Hondas main assembly plants in North America is sufficiently long to make logistics a critical cost issue for suppliers wishing to serve all six Honda plants from a single location. Three of four Honda vehicles sold today are global models. Where possible, they prefer to use global suppliers forthese global cars. Honda defines group suppliers as affiliated companies in which it holds a larger than 20% equity stake or which depend on them for 70% or more of their sales; or the other way around: which Honda turns to for more than 70% of purchases of a particular system or component. That is the case of Denso Corp., Toyotas leading group supplier, is also a Honda group supplier as it manufactures an estimated 95% share of their heater requirements in Japan and 60% of air-conditioners. There seems to be no set rule on whether Honda doubles or triples sources or what even constitutes double or triple sourcing. For most components, Honda relies on multiple suppliers. But on a model base, it tends to single source. Hondas core suppliers have largely followed the OEM into North America and Asia. Keihin, Hondas main group supplier of car electronics, has set up 16 plants outside Japan including four in the US, while Stanley Electric has lighting plants in London, OH, and Battle Creek, MI. In general, there is a feeling that Honda depends more on non-Japanese suppliers at its overseas plant. Meanwhile, they continue to make steady progress in expanding local content at plants outside Japan. 5. Hewlett-Packard Total Cost Management Strategies HP recognized that it could leverage advances in Total Cost Management strategies, processes and technology to improve its overall financial performance. Over a five-year period the company put together an impressive record of cost savings, transforming its Indirect Procurement function into a strategic asset for the company. The significant cost reduction results came from an evolution and maturation of HPs Total Cost Management also called Spend Management, strategies, processes, and technologies as the company itself evolved. Like many companies, HP started with the traditional spend consolidation and price negotiations strategies of the late 90s. With the Compaq merger, HP had both a challenge and opportunity to advance its Total Cost Management strategies. Going forward, the role of HPs Indirect Procurement has evolved to a broader perspective as a strategic asset in driving down the total cost of procurement to achieve world-class cost structures. HP knew that companies like itself were leveraging new spend management tools to drive procurement decisions and wanted to take advantage of the new selling channel to increase revenue. With a strategy of being an early supporter of the Ariba Supplier Network and working to make it easy for customers to integrate and do business with HP, it has been able to generate $1 billion in revenue, making it the largest IT supplier to Total Cost Management customers using the Ariba Supplier Network. They realized that increased growth would be very hard if the company did not restructure to take advantage of its economy of scale. They decided that indirect procurement was a good candidate for centralization, as the existing decentralized model with fragmented local organizations provided little leverage. Indirect Procurement was given responsibility for managing nonproduction spend categories: information technology, human resources, marketing, travel, real estate and workplace solutions, finance, and labor. Its scope was to manage the strategic, tactical, and operational aspects of procurement, including global and regional sourcing, local buying and order fulfillment, and deployment of e-procurement programs. They deployed a standardized purchasing platform, Ariba, to reduce cost of transactions and develop and implement new policies, practices, and standards. Later, they were able to identify the â€Å"low-hanging fruit† in a centralized model and redefined their procurement areas and strategies as shown in the figures below. New Structure 6. International Clothing Retailers main sourcing strategies Marks and Spencer (United Kingdom) Is one of the UKs leading retailers of clothing, foods, homeware and financial services, serving 10 million customers a week in over 350 UK stores. They rationalized its supplier base, with efforts for sourcing and the accelaration of the design to store lead time. MS now manages a complex international supply chain involving 650 factories worldwide. Their priority is to maintain the quality of fabrics and clothes wherever they are manufactured. To support this objective, MS has established quality audit teams in Morocco and Sri Lanka, and will introduce them over the coming year in China and Turkey and all their main centres of manufacturing. Hennes and Maurizt (Sweden) HM is an expansive Swedish company. Over the past three years, HM has increased the number of stores by nearly 40 per cent.   HM has 21 production offices: ten in Europe, ten in Asia and one in Africa. Around 700 people work at the production offices, by far the majority of whom are drawn from the local population. They are responsible for contracts with the approximatly 750 suppliers (primarily Bangladesh, China, Turkey) that manufacture HMs products. The production offices ensure that the buyer places his order with the right supplier, that the goods are produced at the right price and with good quality and controls that production takes place under good working conditions. Ensuring the safety and quality of the goods largely takes place at the production offices and is the result of extensive testing, including checking for shrinkage, twisting, colourfastness and dry rubbing. In HM lead times vary from two to three weeks up to six months, depending on the nature of the goods. In recent years HM has reduced the average lead time by 15-20 per cent through developments in the buying process. Inditex (Spain) The Inditex Group comprises mainly companies engaging in the manufacturing and marketing of textiles and footwear, managed on a centralised basis by applying policies and strategies at group level. A significant proportion of the production takes place in the factories belonging to Inditex, which fundamentally carry out the manufacture of the garments containing a greater element of fashion and through external suppliers. In the case of in-house production -between 40 and 50 percent of the total- Inditex directly carries out the supply of fabrics, the marking and cutting and the final finishing of the garments, subcontracting the garment-making stage to specialised companies located mainly in the north-west of the Iberian peninsula. As regards external suppliers, a high percentage of which are European, in many cases they are also supplied by Inditex with the fabric and other elements needed for the production of the garments. For Inditex, time is the main factor to be considered, a bove and beyond production costs. Mix of sourcing: external fabrics sourcing 60%; internal fabrics sourcing 40%; in-house manufacturing 50%; external manufacturing 50%. Gap (Usa) Gap is a leading international specialty retailer offering clothing, accessories and personal care products. It operates with more than 4,200 stores worldwide. Gap has world headquarters in the San Francisco Bay Area, product development offices in New York City and distribution operations and offices coordinating sourcing activities around the globe. Design and merchandising teams are working more closely from the beginning of the product development cycle, resulting in a more efficient process and, over time, faster speed to market. Gap will be building more strategic relationships with suppliers, including sharing more planning and forecasting information, to further leverage sourcing capabilities. Located around the globe, employees in Gaps sourcing and logistics group, along with buying agents, draw up production schedules and place orders with approved third-party factories in the more than 50 countries that produce goods. Third-party manufacturers ship merchandise to Gap distr ibution centers, which sort and redistribute it to the stores. Gap has a list of countries approved for product sourcing, located in five main areas: Africa/MiddleEast, Europe/Mediterranean, Southeast Asia, East Asia, Americas. CA (Holland) CA was founded in 1841. Over 100 Stylists work together with 360 buyers. The European headoffice is located in the north of Brussels. It has 1.200 suppliers, monitored by Socam. The name Socam reflects the concept â€Å"Service Organisation for Compliance Audit Management† and its purpose is to oversee and monitor responsible business standards in merchandise buying on behalf of the CA retail companies, which operate in Europe. An audit is performed in a total of 40 countries. Because the Far East is a significant supply market and because many of the key issues tend to be more prevalent in that part of the world, Socam also operates through a subsidiary company Socam Services Pte. Ltd located in Singapore. Socam has full and independent authority to monitor the standards which are defined by the CA Code of Conduct for the Supply Merchandise. To sum up, retailers prefer to choose the cheapest sources worldwide in order to maximize gross margin. Or, in order to decrease time to market, retailers may choose sourcing alternatives that may not bring the cost advantage of a cheaper supplier but do offer the advantage of diminishing logistics costs and lost sales. 7. IKEA selectivity strategy Under increasing pressures to reduce costs, companies have shifted, and continue to shift, sourcing from local suppliers to low cost country-based suppliers. Furthermore, the lower prices offered by low-cost country suppliers rarely translate into significantly lower total costs of ownership. Despite the popularity of global sourcing across both service and manufacturing industries, research into global sourcing is still playing catch-up and remains poorly conceptualized, for example in comparison with research on buyer-supplier relationships or industrial networks. The trend towards global sourcing is likely to fundamentally change the dynamics of buyer-supplier relationships and networks, but little research to date has examined the implications of this trend. Affordability through low cost is the core of the companys business idea. For IKEA, growth is a core and explicit objective.A key component in the low cost strategy at IKEA has been to own only a small proportion of the means of production. Therefore, the products that are sold in IKEA stores are sourced from a global network of suppliers. Well functioning and close relationships with suppliers is an important but sometimes seemingly ignored driver of the success of IKEA. In the mid- 1990s, IKEA had more than 2,000 suppliers, but in 2009 its supply base had been reduced to less than 1,400 despite increasing sales volumes. The background to the supply base reduction during recent years is the increasing need to secure and build capacity for continued growth. In 2008, IKEA sourced furniture from 54 different countriesm through 30 purchasing offices distributed over strategic locations all over the world. In 2009, IKEA had around 1400 suppliers. Almost two-thirds of its products (64%) were sourced from European countries; the largest single supply market was China with a 22% share of the supply, and the second largest supply market was Poland with a 16% share. Coordination and communication with suppliers was channelled through trading offices situated strategically around the world. Without close collaboration with suppliers, the balancing act between stock costs and avoiding the risk of stock-outs would not be possible. In addition, IKEA seems to conce ntrate on as few suppliers and as few supply markets as possible. This selectivity means that IKEA is effective in balancing its market choices; concentrating its sourcing activities in certain geographic areas by committing to and investing in some markets, whilst having to decide to forego opportunities in others For IKEA, cost reductions were the principal driver towards, initially, international purchasing and, later, global sourcing. The search for lower costs in new sourcing markets creates pressure on the supplier network of IKEA to source internationally or to develop global sourcing through world-wide coordination and integration of sourcing operations. A main reason for IKEA to preserve relationship with swedishs suppliers is to secure capacity if, or when, problems were met in the Chinese sourcing market. 8. Conclusions The Strategic Sourcing methodology is used to identify, evaluate, select and implement sourcing alternatives for specific sourcing groups.   It emphasizes the process for evaluating, selecting and aligning with suppliers to achieve improvements and support strategic objectives. It focuses on total costs and not just on the purchase price. This process enables the company to obtain a good understanding of its requirements, mapping the existing supply market and develop a plan for short andlong-term objectives. Sourcing strategies should be reviewed and updated periodically by supply managers. Suppliers should be invited to be part of the process depending on the class of category or market dynamics. Strategic sourcing results should be tracked in terms of performance metrics and cost savings. The process should be regularly reviewed to incorporate new sourcing tools and approaches, new supplier market opportunities and developments in benchmarking and best practices. Supply managers must collaborate internally with a multifunctional team on new supply opportunities. Collaboration demonstrates the value of supply management. Besides the traditional competitive approach to sourcing, there are more alternatives depending on the category or business trends. Some could be, collaborating with suppliers to reduce complexity and build productivity into their process, or create joint process improvements that reduce the cost of doing business, or set up a partnership where a company invests in supplier operations to guarantee access to supply, new technology or process improvements. Another option could be strategic alliances which decrease the total cost of ownership, increase quality, have a faster response and enable new product development with supplier involvement, among other benefits. Or even, e-procurement which can decrease the unit cost as well as the cost of transactions and processes. Overall, not only a right sourcing strategy or model of management is enough; it is also a matter of being aligned with the companys key obkectives and to have the right methodology, the right metrics and the right team of people.