The Physical Education Teacher’s Role free essay sample

This essay will discuss the roles of a teacher in Physical Education, how their motivational practices and teaching styles can influence lifelong participation, how the different key stages of the National Curriculum for Physical Education (NCPE) affect the role of a teacher in their aims aim to promote health and lifelong participation, as well how government strategies have affected teacher practice. Although there is no specific for Lifelong Participation (LLP), Vanreusel (1997) suggests the basis of participation can be described as an activity that raises pulse and is enjoyable in nature. By continuing this from early childhood all the way through to adulthood and the later years of life, it establishes the lifelong link with participation in physical activity. A Physical educationalist can help promote a healthy active lifestyle and recruit people to the notion of participating for the rest of their lives by providing quality teaching and essentially through the use of motivational theory, which shall be touched upon later in the essay. We will write a custom essay sample on The Physical Education Teacher’s Role or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many people group physical activity and physical education together. Physical activity is the movement of bodily parts that result in heart rate increase and expending of energy. There are differing types of physical activity, such as low, medium and high levels of intensity. These can be further grouped in to the type, such as individual and team based or recreational and competitive (Shimon, 2011). Hilton and Bramham (2008) propose physical activity can constitute non-sporting alternatives that still provide pleasure and fitness gains, such as walking the dog or gardening. They finish with the notion of sport and exercise being two ‘significant and meaningful forms of an overarching, generic concept’ (Hilton and Bramham, 2008: p167). In essence, it is a teacher’s role to maintain high levels of physical activity throughout a session, whilst also educating students through the physical. As cited in MacNamara et al. (2011) the UK Department of Education and Science pronounced in 1992 that promoting physical development and capability that ensured lifelong involvement via competitive and non-competitive physical activity was physical education’s purpose. Using the work of Shimon (2011) to help define Physical Education, he proposes by using physical activity as a process of learning, we mature the mind and body. Physical education plays a part in the holistic educational progression by aiding the development of children and adolescents in a physically active environment. Jenkinson and Benson (2009) summarises the subject of physical education, suggesting it is a tool to provide opportunities for learning of the physical and through the physical. It is also instrumental in developing domains such as psychomotor and cognitive. Shimon (2011) articulates that physical education is the only area of a school curriculum that focuses on lifelong skill acquisition and development. In addition to this, because the importance of quality instruction within the school setting has now intensified, the occupation should not be taken lightly. It is recognised that school based physical education programmes are pathways for children to acquire knowledge to lead healthy and active lifestyles (Wuest, 2006; Gao, Lee and Harrison, 2008). Teachers have a mandatory two hours a week of physical education that is expected to be high in quality. This can be achieved by engaging students’ personal emotions, resulting in intrinsic motivation to absorb knowledge and thrive in the learning environment. By providing a positive environment, it impacts on student’s motivation to continue involvement with sport and physical activity. NCPE The introduction of the National Curriculum for Physical Education in 1992 is seem as the biggest attempt of change to school based physical activity in England and Wales (Curtner-smith et al, 2001). Reasons for this relate to a shift in governmental thought in the direction they wanted physical education to head in. Previously, physical education was about improving athletic ability, a more military style approach. This meant that teachers predominantly required a good skills knowledge-base, with the primary role of helping students throw further, jump higher and run faster. A shift in focus meant teachers were being asked to develop students holistically, such as improving personal, social and communication skills (Mawer, 1993). The role of a teacher had altered due to the change in emphasis, and was now required to involve students in decision making processes, as this could help such cognitive abilities such as problem solving (Goldberger and Howarth, 1993). By helping the students appreciate the knowledge being passed on to them, it can have a positive effect regarding extra-curricular participation, potentially resulting in a festering love for sport and activity that will last a life time. Curtner-Smith et al (2001) argue that after a few years, the government intervened with the aims of the NCPE, which differed from views of the original task force and had now opted to head back towards a more performance based agenda. With another change in emphasis, confusion could be caused for teachers. Assuming teachers had made efforts to evolve their thinking and styles concurring with the new roles implemented by the original NCPE, this move could have triggered frustration for the teaching public. Despite these assumptions, data collected in two separate studies by Curtner-smith and colleagues (Curtner-Smith et al, 2001 and Curtner-Smith and Hasty, 1997) had shown the introduction of the NCPE had little or no effect on teaching behaviours. Direct styles of teaching remained common-place during the starting years of its implementation. This suggests that the sample of teachers had failed to adapt their roles for the benefit of their students. A central theme within the curriculum has been to encourage teachers to plan, deliver then evaluate sessions. This allows for critical reflection of performance. Teachers can assess what they are doing right, in terms of promoting the aims of the NCPE, and also where they are going wrong, i. e. are the students not engaging? Does the learning environment have the right ‘motivational climate’? Teaching styles Teaching styles in physical education found distinction thanks to the ‘Spectrum’ model proposed by Mosston (Mosston and Ashworth, 2002) many years ago. Mosstons Spectrum has been highly successful in underpinning the conceptualisation of teaching styles in many PE domains across the western hemisphere (Sicilia-Camacho and Brown, 2008). The ‘Spectrum’ was a timely notion as the need for a model on teaching styles was emphasized by Mawer (1993) after the inception of the newly formed NCPE in 1992. He suggested that a variety of approaches to teaching were required as teachers were now required to form professional relationships built on respect and coherence however primarily because of the terminology used in NCPE policy texts, which included â€Å"‘setting goals,’ ‘exploring and selecting outcomes,’ ‘refining’, ‘adapting’, ‘improvising’, ‘describing’, ‘comparing and contrasting’, ‘analysing’, ‘judging’ and ‘reviewing’† (p. ). With a broader scope of achievement for pupils, styles differing from those previously more reproductive in nature (teacher-centred) required evolution to a more productive in nature (learner-centred) (Curtner-Smith et al, 2001). Failure to implement such procedures could have resulted in the probable inability of a) teachers to facilitate the required learning wanted by the government, because of a more autocratic approach, where teachers would tell, shout and demand things from a student rather than ask questions regarding improvement or improvisation, and b) pupils to achieve the personal and social skills, as well as problem solving abilities proposed by following the NCPE (Mawer, 1993). Hall (2004) suggests that having a PE department geared towards the same goals and outcomes regarding the ‘Why? ’, ‘What? ’ and ‘How? of PE teaching will lead to a successful educational programme because of the understanding teachers garner for their roles. These practices form high standards of teaching and help provide year on year continuity in classrooms, sports halls and playing fields throughout many schools that have optimised these ideals. Methods of providing high quality, inspirational teaching in the physical environment consist of non-stop, challenging and enjoyable activities. Teachers who appreciate the important part they play in a child’s education can help form confidence and motivation in youths, which provides a platform for lifelong participation. If children are to reap the benefits of a healthy active lifestyle during our school years, in to the remainder of their adult life, Caune et al (2012) view it as an important factor that schools and teachers establish a lasting impression regarding the significance of lifelong participation to students. This is achieved by teachers educating and motivating students to engage in term-time physical education as well as extra-curricular activities, which can help prepare them for a life of physical activity (Corbin, 2002). Methods of further involvement for the recommendation of extra-curricular activities can be simply asking students if they are currently participating in any. Also, by researching local sports teams and opportunities to become involve in extra physical activity, a small bulleting could be produced and introduced to students, providing contact numbers or websites, thus allowing them to take responsibility of the situation regarding participation. These club links can provide greater positive exposure to sport, motivating young people to remain in physical activity after they have left school. Motivation When looking at lifelong participation, it is simple to see the underpinning philosophy of what is required from a person to participate in an activity for the duration of their life, motivation (Caune et al, 2012). Concerns have been raised over the past decade or so, regarding the low level of physical activity participated in by the younger public. As a result, the motivation of students has come to the forefront of investigative research, prompting many scholars to look at the setting of physical education (Caune et al, 2012). While Roberts (1992) offers a complex definition, suggesting that â€Å"motivation and achievement behaviour are manifestations of cognitions and thought processes within dynamic social contexts† (p. vii). A more user-friendly definition is provided by Shimmin (2011), that motivation are the feelings of want and desire that push us to act on something. By applying this to physical education, he then draws on many factors that can influence a student’s reason for participation; interest in a task, belief in own ability as well as striving to improve ability are but a few. Furthermore, the numerous identities possessed by young people indicate learning can be achieved in a variety of ways and means (MacDonald, 2002), thus requiring many different strategies to provide the environment to do so for each and every child. Learning and motivation go hand in hand. When motivation is provided by a teacher within the learning environment, it facilitates engagement. While it is impossible to make people motivated to learn, it is possible to affect the ‘motivational climate’ of a learning environment using motivational theories and strategies (Shimon, 2011). Physical educationalists should always remain enthusiastic, engaging and confident. A teacher lacking in confidence will be the demise of all thoroughly planned sessions, clearly because a student will have little or no faith in what he is being told by his teacher if they are not seen to be confident in their delivery. By assessing the situation and monitoring how your students are engaging with your lessons using a certain theory or strategy, you can plan sessions and alter feedback and body language to suit the needs of individuals, thus potentially increasing motivation. Theories can be considered as a toolbox, where by if you identify a problem, you can go back to the toolbox (theoretical framework) and provide a solution with the available tools. Self-Efficacy Self-efficacy is a motivational theory related to expectations, which is situation specific. When considering a task in hand, students consider confidence in their own ability before undertaking a task. Roberts (1992) speaks about adaptive and maladaptive achievement behaviours in this strand of motivational theory. When weighing one’s situation up, if they consider their ability is high enough to achieve a positive outcome, then adaptive behaviours occur. This is where individuals are fully committed, consider the task worthy of effort and will persist until completion. Maladaptive achievement behaviours occur at the opposite end of the confidence ladder. When fear of failure, due to perceived ability, is rife students usually avoid effort and perseverance. This is critiqued and applied concisely by Gao, Lee and Harrison (2008), who give key factors behind how self-efficacy is produced. They suggest the procedure is a complicated cognitive process of four key areas; past mastery experience (have I been successful with this action before? ), vicarious experience (am I as capable as the person I am seeing complete the task? ), verbal persuasion (Is the teacher breeding confidence in me? Using positive reinforcement and/or attribution theory), and somatic, emotional states (is the student feelings anxious or nervous about the situation or in the environment? ). The model combines the managements of confidence and expectations. Analysing the concluding paragraphs of Gao, Lee and Harrison (2008) I can summarise that by applying theory to practice and creating realistic yet relatively high expectancy goals for individuals can avoid creating a sense of incompetence. To differentiate for a mixed ability group, it would be sensible to have a low starting threshold, where success is guaranteed, thus giving every child positive past mastery experiences (the starting point of self-efficacy). Using a student with low ability for group demonstration can positively affect a whole class, as it breeds confidence in that individual, as well as impacting the vicarious experiences of the rest of the group. For stimulus response to be effective, praising students is not enough. It is imperative that value is added by specifically stating how they achieved success, such as â€Å"that was a good jump because your knees were bent and then you drove through your heels and fully extended your knees and hips†. By stating the positives outcomes at the start of a program which students are about to commence, it can help develop a vested interest, adding perceived value to task or outcomes. It is important to realise that motivation is borne from self-efficacy, not vice versa. Government Efforts Green (2002) infers efforts in the UK made by the government to encourage lifelong participation and promote health, the supposed main role of school based physical activity, are visible by way of policies produced from the government (see, for example, DOH, 1999; NAO, 2000). This is backed up by Flintoff’s (2003) assumptions that since the start of the 1990’s, the younger public has had an emphasis progressively placed on them regarding UK sport policy. The early 1990’s reoccurs as a turning point in the government’s emphasis towards sport in schools, with Collins and Butler (2000) proposing no real investment had been made before this time, reverberating solid policy commitments from the Labour government with both Major and Blair at the helm. Flintoff (2003) also states the reasons for this as being a rise in levels of childhood dormancy, resulting in issues such as obesity. The government further acknowledged that an interest in other activities outside of sport and physical activity are an important factor behind drop-out rates and increasing levels of inactivity (DCMS and Strategy Unit, 2002). Coupled with a shortage in international success, the government has reacted by aiming an excess of policies and initiatives geared towards young peoples and increasing their participation levels. They have also produced announcements which commonly refer to PE as vital in educating and providing prospects for young people to gain independence in activity for the rest of their lives (Harris and Penney, 2000). Houlihan (2000) argues the value of producing so many policies and initiatives, as this has led to the saturation of ‘policy space’. He suggests that public policy is now a congested field, where each member is challenging for position over implementation of future issues. Another significant implication of ‘policy space’ progressively running out, it can lead to issues of individual policies becoming inter-reliant, whereby the effects of one policy can produce implications for the functioning of other policies (Houlihan, 2000), having an adverse effect on achieving their aims, which in some cases are increasing lifelong participation. One such policy, the School Sports Co-ordinator (SSCO), was a multi-departmental design. It linked with the Government’s efforts to create combined thinking, â€Å"in this case between sport (the Department of Culture, Media and Sport, DCMS) and education (the Department of Education and Skills, DfES)† (Flintoff, 2003. p232). The purpose of the role was to create opportunities in sport, by developing links between the physical education delivered in schools and the local sports clubs belonging to the broader community. The government has made efforts to bring teachers to the forefront of developing the strategies for SSCO, which appears a sensible decision, as they are the deliverers on the front line of the initiative. If the School Sport Co-ordinator programme is to achieve the aims set out, then professionals taking the post will require adequate knowledge of young people, the different motivational practices and be able to positively change attitudes towards physical activity (Flintoff, 2003). When given greater opportunity to experience a wider range of activities during younger life, this can have a positive effect in increasing lifelong participation as I shall look at in the next section. Early learning experiences Work from Kirk (2005) debates that while early learning experiences are critical to continuing involvement in physical activity, only a select few groups of the population are exposed to quality experiences in both schools and community clubs. Those lacking exposure to such experience range from youths with a lower socioeconomic background, girls and the young disabled. In contrast to young people from a higher socioeconomic background, boys and the able bodied, the aforementioned groups miss out on quality experiences, potentially affecting introduction to a rich volume of sports and activities that could impact lifelong participation. Kirk (2005) later suggests primary schools are inadequately equipped to give children the competency, insights and inspiration to progress in to secondary schools with the ambition to be involved in sports for the rest of their lives. A lack of quality early learning experiences in primary schools leaves little chance of the specialist PE teachers in a secondary school to impact on young student’s transition of learned knowledge to adults positively. Green (2004) reiterates Kirks (2004) thoughts that the PE, School Sport and Club Links strategy (PESSCLS) strategy ultimately failed, i. e. failed to raise participation rates of youths and linking school sport to outside clubs, due to the powers that implemented the role never had a solid research base from which to create an agenda for the position. Therefore teachers in the position were never fully able to fulfil the roles that they potentially never realised they were given. Consequently, the large scale investment by the UK government only had marginal bearing. Because of this, achieving the desired outcome of impacting on the bulk of the school-age population’s, through the use of teachers in a community based role, continuity with lifelong physical activity was debatable. Fairclough, Stratton and Baldwin, 2002) It is widely believed that active participation in sports during youth is an important prerequisite for adult involvement in sports (Yang et al, 1996; Green, 2010; Vanreusel et al, 1997). A quantitative study from Scheerder et al (2006) indicated that sport experiences and social background characteristics only partially explain the sport participation behavior of adults, whereas participation during adolescence is a better predictor of adults involvement in sports than educational level or arental socioeconomic status In the sports socialization process. Twilight adolescent sports involvement, along with the school program in which an adolescent is involved, appears to be a central role in the involvement of sport during later life. It is shown age is a significant factor of participation levels in physical activity, with national statistics suggesting there is a heavy decline when reaching the age of 45 and beyond (ONS, 1999). In spite of this, a notably active minority of over 45’s remain committed to vigorous physical activity well in to later life and for the remainder of their good health. Green (2010) suggests this can be attributed to a positive childhood participation in physical activity, usually deriving from a school’s physical education programme, and the impact of the deliverers. These past tendencies are a good evaluator of how a person will participate during later life (Roberts, 1996) Socialization Vanreusel et al (1997) offer insight to the long-term socialization process within sport, suggesting it is an on-going and complex process. Yang et al (1996) cites school as early starting point for this process, acknowledging the evolution, leaning and ingestion of skills, values, norms, self-perceptions, identities and roles. This suggests that primary school teachers, who are not specially trained for delivering physical education as a subject, will be a catalyst for the levels of activity or inactivity of their students. It can be argued that involvement in sport is not just a starting point of sport socialization but can be considered a by-product of it. Longitudinal studies (Vanreusel et al. 1997, Yang et al, 1996) have shown that strong links exist regarding the amount of physical activity during childhood and early teen years directly correlate with levels of physical activity in to adulthood. They also propose that the definitive years, that impact the sport socialization process, are the late adolescent years (16-19). This data then shifts the emphasis towards the importance of secondary school PE teachers, who are directly trained to deliver the subject of physical education, and the important role they play in the lifelong participation of the students they engage with on a weekly basis for a substantial amount of time, usually 5 years. Patters of inactivity are formed in this period that follow people throughout the rest of their lives (Vanreusel et al, 1997). Seefeld, Malina and Clark (2002) propose that ersisting with the extensive socialization process that ensues when involved with sport and physical activity during childhood and adolescence can be credited towards adult participation. They also discuss that persistence should not be on a sole of few activities, but a wide range of activities. It is the richness of early learner’s sport socialization that is important. This array allows a young person to experience many different actions and environments, usually provided by the PE teacher, which permits choice. This is where it becomes the teacher’s responsibility to provide exposure to many different sports. Although the NCPE provides guidelines on what should be taught, competent teachers are in a position and should possess the ability to differentiate activities and relate obscurer sports to more mainstream ones (Bocarra et al, 2008). The transition between adolescence and adulthood is a predominantly decisive time in relation to lasting participation. Roberts and Brodie (1992) support this with claims that as we reach adolescents and progress through to adulthood, lifestyles lean towards a reduced number of favoured pastimes that have been retained, increasing pressures on teachers to be a catalyst for lifelong participation. Conclusion After discussing at length the roles a physical education teacher plays in promoting lifelong participation and active lifestyles, as well as factors affecting their potential to do so, I can conclude that PE teachers play an extremely critical part in the facilitation of lifelong participation. There have been disputes over the effectiveness of physical educationalists in the UK regarding the success of promoting lifelong participation. Kirk (2002) claims very little evidence exists suggesting lifelong participation has been promoted during the time in which a national curriculum has been provided. Further to this, Kirk (2002), cited in Green, Smith and Roberts (2005), places blame towards a lack of similarity regarding the predominantly sports orientated physical education programmes and the lifestyle activities of adults. This is contended by Green, Smith and Roberts (2005) who say it is apparent in nature that sport and physical activity is engrained in present-day youth culture, citing the use of physical education programmes and the range of activity provided by the teachers that have developed comprehensive sporting repertoires and how this as helps promote healthy lifestyles. As touched upon earlier, motivation is another important subject, as it forms the basis behind all actions and desires that consistently appear in somebodies life. I have cited the motivational theory of self-efficacy as an ideal framework in which to build upon. By positively impacting the self-efficacy of a student, via the four components I mentioned earlier (past mastery, vicarious experiences, verbal persuasion and emotions), it can develop the intrinsic motivation required for prolonged engagement. Despite all the other sections of this essay I have critiqued towards the role a physical education teachers plays in promoting lifelong participation and an active lifestyle, I place motivation at the top of the totem when analysis the factors towards lifelong participation.

Medical Testing On Animals Essays - Laboratory Techniques

Medical Testing On Animals Essays - Laboratory Techniques Medical Testing on Animals Every year, nearly 100 million animals die in research laboratories at the hands of curious scientists who perform outdated and inaccurate tests that prove no benefit to humans or animals. Before these animals die, they are routinely burned, scalded, poisoned, starved, given electric shocks, addicted to drugs, subjected to near freezing temperatures, dosed with radioactive elements, driven insane, deliberately inflicted with diseases such as cancer, diabetes, oral infections, stomach ulcers, Syphilis, herpes, and AIDS. Their eyes are surgically removed; their brains and spinal cords damaged, and their bones broken. The usage of anesthesia is not mandated by law, and consequently, thus is rarely administered. Despite all of this cruelty, not a single disease has been cured through vivisection in this century. The overall adult cancer rate has risen in the past 40 years and a fatal heart attack strikes a person every 45 seconds. The Centers for Disease Control estimate that 70-80% of the common diseases killing Americans are preventable given a responsible diet and lifestyle. Drug testing on animals is inaccurate and does not benefit humans or animals at all. Animals including, but not limited to, dogs, cats, mice, rats, guinea pigs, hamsters, gerbils, rhesus monkeys, imported primates, owls, deer, sheep, llama, and cattle are commonly used for vivisection. Vivisection is the medical term for the practice of experimenting on animals. Charles River Breeding Laboratories, a company owned by Bausch and Lomb, provides 40-50% of the animals used in experiments of laboratories. The other remainig misfortunate animals come from places a little closer to you and me. Some of them come from animal shelters, some come from the "free to good home" ads in the classified section of the newspaper, some from unsuspecting people who allow their companion animals to become pregnant, or even worse, some have been stolen directly from their own front yard. Imagine your pet one day being crammed into a cage with ten other animals waiting to die like approximately 20-100 million other animals do each year in numerous unreliable tests. More than 205,000 new drugs are marketed worldwide every year, most after undergoing the most common unreliable test method still in use: animal vivisection. The current system of drug testing places consumers in a dangerous predicament. According to the General Accounting Office, more than half of the prescription drugs approved by the Food and Drug Administration between 1976 and 1985 caused serious side effects that later caused the drugs to be either re-labeled or removed from the market. The following drugs passed safe in animal experiments but proved tragic consequences in humans: Opren: 3500 people suffered serious side effects including damage to skin, eyes, liver, and kidneys. Thalidomide: Caused about 10,000 birth defects worldwide Clioquinol: Caused 30,000 cases of blindness and/or paralysis and thousands of deaths Conversely, many drugs that are beneficial to humans are dangerous or even fatal to animals: Penicillin: An antibiotic to humans, but kill's guinea pigs. Aspirin: Caused birth defects in rats, mice, monkeys, guinea pigs, cats and dogs, but not humans. This is obvious proof that testing on animals is unreliable, but sadistic tests still go on every day. The Physicians Committee for Responsible Medicine reports that sophisticated non-animal research methods are more accurate, less expensive, and less-time consuming than traditional animal based research methods. Fewer accidental deaths caused by drugs and treatments would occur if stubborn bureaucrats and wealthy vivisectors would use the more accurate alternatives such as: 1. Cell and tissue culture in vitro. 2. Microorganisms and other species of little or no capacity for pain or suffering. 3. Computer models to answer questions and guide animal research. 4. Fewer animals used per study. 5. Less poorly planned work. If animal experimentation was eliminated, it would free up 6.8 billion dollars that could be used for education programs and medical assiezce programs for low-income individuals; helping the more than 30 million U.S. citizens who cannot afford health insurance, rather than making animals sick. There will be nearly 275,000 animals dead this time tomorrow that were not dead right now. The numbers are real and this happening in our world every day only because it is a multibillion dollar income for some people and is legal in the U.S. The National Institutes of

Introduction to Java Programming Research Paper Example | Topics and Well Written Essays - 500 words

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Business law - Essay Example The courts might have used the written law to make their judgments. Andersen was found guilty of obstruction of justice for destroying of potential evidence by shredding their documents which could have been used by Securities and Exchange Commission (SEC), the agency of the US Government With the primary responsibility for regulation of securities markets. Under US GAAP, the only acceptable method of financial reporting is consolidation of controlled entities .non consolidation can only occur under specific conditions Outside USA; consolidated financial reporting is called group accounting and is required when one entity owns more than half of the other entity and can dictate its operations. Consolidating financial reporting is complex and requires financial statements to be combined and reported as a single financial report. Enron failed to comply with this ethic Enron major crime was misrepresentation and misleading the general public about their financial position. Enron did not disclose its real financial figures. The major requirement in US financial reporting is disclosure of information. The disclosure requirement is based on the premise that markets are efficient. Enron traded on future contracts called derivatives because they derived their value from underlying assets. The market of the contracts reduces the volatility of prices by fixing a price at a future date. Example assume Enron have two option contracts matching the same amount of a commodity over the same period of time. One contract was to purchase the commodity while other contract was to sell the commodity. Enron looked on to the future on the assumption that contracts were exercised and there were net results. After evaluating all cost, the net income (loss) was estimated. The net income (loss) was discounted to its present value and recorded as loss. Earnings reported under the market to market were easy to manipulate because active markets for contracts dating

Strategy development at LEGO Essay Example for Free

Strategy development at LEGO Essay One of the initial strategy decisions was based upon the oil crisis in the 1980’s. The company reacted favourably by introducing new innovations and penetrating previously unexplored markets. Changes in the market environment in the 90’s also spurred on strategy development at LEGO. The advent of competitors and research contrary to what LEGO was basing its strategy on up to that point proved to be a focal point for the company. Objectives were set out and adopted and the company moved on. LEGO had difficulty in accessing and reading the market. Once this was highlighted, with the aid of a new COO, the company restructured and went on a cost cutting expedition – freeing up resources to assist with the long term objectives. LEGO suffered a sharp decline in the ‘most admired companies in Denmark’ poll. The external image of the company that which affected the general public’s opinion and the desirability of the LEGO Group as a prospective partner and employer suffered due to the fluctuations in sales and profits. Heavy financial losses resulted in a weaker capital structure and limited investment opportunities for the future. As a result the entire procurement process was re-analysed and restructured and cost reductions in all sectors of the business were significant. LEGO was fortunate enough to have a strong brand and awareness in the market. The market is more favourably inclined to ‘forgive’ companies that have taken the time to cultivate strong brand awareness. Even though LEGO clearly had bigger problems, they maintained and developed their relationship with their customers in order to better understand their needs and inculcate a higher standard of customer service within the company. Their focus remained strongly on the distribution in retail. The company suffered heavy financial losses and briefly discussed selling LEGO. However, this was clearly a last resort decision for the CEO. The family company and their dedication in making it succeed, worked for them. Had they given up the company, the LEGO brand would not have survived the climate it did. The company enjoyed strong financial backing. Instead of selling the company, it was decided that a loan would be taken. Give the heavy losses experienced, the climate and changes i n market share, LEGO still secured a loan. Clearly, someone else believed in them as much as they believed in themselves. The dedication of LEGO’s management and staff is one of their key advantages. Having staff dedicated to the vision, mission and strategy of the company is essential for the success of their long and short term objectives. LEGO’s bold approach to the global financial crisis in 2009 was part of their great success. This willingness and ability to act boldly saw them in good stead during a time of economic downturns. Another excellent use of resources is in the form of enthusiastic LEGO users for the development of products.

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Explore the implications of ‘homelessness’ with regards to Lennie Essay

‘Home’ in Of Mice and Men represents an ideal, one that all characters in this novella, including Lennie, appear to lack. Thus they are all ‘homeless’ in one sense or another. The subject of home and homelessness is one that is closely related to all the major themes of Of Mice and Men. Steinbeck effectively portrays his characters by their different aspirations towards ‘home’. In doing so he creates a hierarchy of this ideal. Thus the most humble and submissive dream of home pursued by Lennie and his companion George is shown to be the most compelling and greatest of all. Yet, will Lennie grasp the light flaming on the top of the Gabilan mountains-the light of heaven? Or are the providential forces of fate and destiny to render ‘Paradise Lost’ ? Of Mice and Men is about the plight of two American labourers, George and Lennie. George is a ‘smart little guy’ whereas Lennie is the exact opposite. The plot and structure of the story is very economical and the language used is in no way elaborate. Assisted by the simple time frame we are given the impression that the story is an uncomplicated one. Yet, within this seemingly unembellished novel are to be found a variety of themes, skilfully brought to light by the way in which the author handles his subject; George and Lennie. The two main themes of Of Mice and Men are that of dreams- the aspiration towards an ideal home, and that of loneliness. Lennie is a man of immense strength and size. However, in effect his mind is like that of a child’s. His home is neither with nature nor with man. Throughout the story, Steinbeck is constantly describing Lennie in animal terms. He says, regarding Lennie, â€Å"(h)e walked, heavily, dragging his feet a little, the way a bear drags his paws.† In many cases Lennie is likened to a dog. This image is furthered by Candy’s dog who plays a choral role as Lennie’s double. The description of Lennie as the ‘poor bastard’ also suggests that Lennie is not of the family of man. Lennie’s mind has never fully learnt how to control his body. He is thus not at home in the ranch where he and George are working as he is unable to cope with the complexities of ‘modern’ living. Also, living in the ranch for too long would inevitably lead to trouble, such as that which occurred in Weed. Therefore, even if one were to consider the ranch as being Lennie’s home, it can not be a permanent one. Through the subject of protest, Of Mice and Men provides us with a new dimension to homelessness. Negroes, cripples and misfits are all shunned by society. This is illustrated by the characters of Crooks, Candy and Lennie respectively. Lennie’s ill treatment is apparent at many times throughout the story. One such case being that when Curley decides to pick a fight with him. Even George, Lennie’s closest companion â€Å"used to play jokes on ‘im ’cause he was.. dumb.† Rejected by society Lennie is ‘homeless.’ However, one must add that although Lennie is treated badly at times, there are others where he is treated with kindness and sympathy. Yet, is sympathy enough to make him feel at ‘home’? In the first paragraph of the story we are introduced to the idea of nature as ‘home’. Yet, although Lennie is constantly portrayed as an animal, as with man, Lennie and nature are incompatible; one inevitably leading to the destruction of the other. Lennie, like a child, is fascinated with things that he can caress such as mice and pups. His love for them is undeniable, yet they all end up dead. One may say that he ‘loves them to death.’ Both Lennie and George know that Lennie is incapable of surviving in nature, thus with a sort of animal wit, Lennie plays on George’s feelings of guilt: â€Å"If you don’t want me†¦.I’ll go off in the hills†¦and live all by myself.† The idea of Lennie living alone in nature is a laughable one. This incompatibility is ominous- it is as if Steinbeck is saying that Lennie will either destroy nature or nature will destroy Lennie. Lennie’s home, the only one that may agree with his survival is one where ‘like a terrier who†¦..bring(s) a ball to it’s master’ he is always tethered to George, and constantly under his watchful eye. This is neither possible at the ranch nor where Lennie is alone in nature, he is therefore ‘homeless’ is in this sense. Yet it would be wrong to suggest that Lennie attempts to find home for the above reasons, for as George puts it, â€Å"(h)e was too dumb.† His motivation is that of fear; fear of loneliness, a concept that even Lennie is able to understand. His feeling of insecurity towards the one most important thing in his life-his relationship with Lennie is evident at certain times throughout the story. One such case being when cynical Crooks teases Lennie about what will happen if George does not return from town: † ‘He’ll come back to-night-‘ But the doubt was too much for him. ‘Don’t you think he will?’ † Lennie’s doubt makes Crooks’ double negative to be of great significance. Crooks’ says, â€Å"S’pose you didn’t have nobody.† Through this Steinbeck appears to be saying that George’s companionship is not one of substance. Their separation is indeed inevitable. For this reason Lennie de sires a home. Lennie’s dream of home is one in which he is in harmony with both man and nature. It is a humble dream, which is summed up by George, â€Å"Well its ten acres†¦got a kitchen, orchard, cherries†¦Ã¢â‚¬  Having a particular Western resonance in that it is related to the ‘great American dream’ in the time of the frontiers, the farm offers Lennie a sanctuary from his own innocence. He can be at one with nature that he so loves whilst being looked after by George. Yet cynical Crooks believes that this dream is impracticable: â€Å"Hundreds of them†¦an every damn one of ’em’s got a ..piece of land in his head†¦ Nobody never gets to heaven and nobody never gets no land.† Lennie’s tragic death is the final confirmation of this. Lennie’s life can be seen to be a trap. The only means of escaping the implications of homelessness and thus freeing himself is to dream. Crooks’ double negative (‘nobody never gets to heaven’) leads us to question whether Lennie actually ascertains his ideal home – paradise. Across the Salinas river lies the ‘golden foothill slopes’ that ‘curve up to the strong and rocky Gabilan mountains.’ The light flaming on the top of the Gabilan mountains is an image that recurs throughout the novella. At the end of the book Lennie stands facing the great mountains, all that lies between him and paradise is the Salinas river-the river of death. In death, Lennie has overcome this barrier. His ascending spirit is scaling the ‘golden foothill’-the path to heaven whilst his body shall soon receive the land for which it so yearned. Whether or not Steinbeck intended so literary an interpretation is unknown. However, the image gives us valuable insight to Steinbeck’s views on the subject of home. It is as though Steinbeck is saying that the actual apprehension of the dream is of little importance, what is of importance is the feelings and emotions that are generated by it.