Curriculum designing guidelines Essay

Purpose The construction of experiences and outcomes that effectively provide progression in each curriculum area and convey the values, principles and purposes of A Curriculum for Excellence is central to the success of the program. In particular, it is important that you reflect relevant aspects of the four capacities in your work. If we can get this right these outcomes and experiences will have a significant, positive, impact on classroom practice and hence on the learning experience of all children and young people. It is an exciting prospect. Starting point In phase 1 each early review group should be asked to simplify and prioritise the curriculum (from age 3 to 15 in the first instance) retaining what currently works well and making changes where these were justified by research evidence. The output from phase 1 of the review process and the rationale for your curriculum area, research and other national and international comparators are your starting points. Your work will be based on the relevant parts of the Curriculum Frameworks: for Children 3 – 5, 5 – 14 guidelines, Standard Grade, and National Qualifications. It is important that experience and outcome statements you write at each Curriculum for Excellence level provide appropriate cognitive demand. The framework for outcomes The experiences and outcomes will sit within a framework of advice to teachers. Curriculum Area The eight curriculum areas are: Expressive Arts, Health and Wellbeing, Languages, Maths, Religious and Moral Education, Science, Social Studies and Technologies. Rationale The rationale provides an overview of the curriculum area states its main purposes and describes its contribution to the values and purposes. Subsets of the curriculum area Each curriculum area is subdivided either into fields of learning – or ‘subjects’ (e. g. Expressive Arts into art, drama, dance and music) or into aspects of learning in that area (e. g. Languages into listening and talking, reading and writing) Lines of development These identify learning tracks in each subset of the curriculum area. They are expressed in different ways in each area of the curriculum. For example within expressive arts they identify the skills to be developed: creating, presenting and evaluating in art, drama, dance and music; within science they describe broad areas of knowledge and understanding to be developed; biodiversity, being human and cells in Our Living World. Experiences and outcomes Within each line of development, experiences and outcomes describe the expected progression in learning for children and young people. Essential outcomes. Essential outcomes are a small number of high level statements, derived from the main purposes described in the rationale, that encapsulate what learning in that curriculum area provides for all children and young people. Taken together, the essential outcomes are intended to sum up the expectations for the broad general education of all young people. The focus of your work will be writing the experiences and outcomes for your curriculum area. It is likely that there will be interplay between what you produce and the ‘essential outcomes’ , which are the ones helping to shape and refine the other in an iterative manner. Outcomes should be written in the clearest possible English. Where possible these should be accessible to children and young people, but not at the expense of clarity. It is also important to try to write lively and engaging experiences and outcomes. Best Practices of Writing the Curriculum Ultimately the intention is to produce streamlined guidance for the entire curriculum in a single document. We also intend to make the outcomes available in electronic format to allow curriculum leaders and teachers to identify and blend outcomes from both within and beyond curriculum areas. Several stages will be required to achieve this.

Plato’s Revolution Work

Professor’s Name Class’ Name Date ` Plato was a renowned philosopher in the early times. He has dealt with diverse issues in his work such as the politea, the philosopher king among others. He was in the early years inspired to become a politician but later on was discouraged by the circumstances that happened in the environment that he was in. He however diverted his focus to the study of philosophy. The final work that he did is normally taken to be comprised of a set of seven dialogues. His mentor, Socrates who was also his teacher greatly inspired his work. He was the first to establish an academy in Athens. He greatly helped to lay the foundations of most of the western philosophy. A. N Whitehead asserts that most of the European philosophy contains footnotes of Plato. One of the greatest works of Plato concerns the republic, popular as politeia, which contains a wealth of descriptive materials on the kind of a republic that dispenses justice and the right kind of leadership expected in such a just society. The Plato’s republic dialogues took place around the time of Peloponnesian War. The work describes how an ideal leadership can be achieved in the society. In addition, Plato also describes how an ideal leader can be able to attain the best character that can enable him/her to be the right leader in the society. He calls the ultimate position that one attains to become the best leader as ‘sunnum bonnum’. He describes the concept of justice in an in-depth manner. He treats the concept of justice both from the societal point of view and from the point of view of the individual. He argues out that there are two things that an individual can hold in life. There is reality and just appearance (Plato & Jowett, 1941). There is also the rightful means of acquiring knowledge. The foundations of morality are also clearly elaborated in the work of the republic. He also says that there are the right components of an effective education which an individual must follow in order to be the best leader in any given society. Basing on the work of Plato, the reality of nature is not always contained in what we can be able to see. He says that human beings who have attained the highest sense of knowledge are those whose focus transcends the visible world to focus to the invisible. He perceives hat the visible in most times can be deceiving. His first attempt was to give a detailed account of the analysis of the formation and organization of the state. He then used this to apply to the individual person. According to him, the reason why we form a society is because we cannot be self sufficient as individuals. We are highly dependent on each other. No one is self sufficient that can work alone and acquire of the necessities of life. The society is therefore comprised of individuals who come together so that they can be able to achieve common goals. The discussion on the significance of society elaborates further that specialization and division of labor leads to establishment of a worthwhile community. This concept is in line with the idea held by the functionalism sociological theories which holds the idea that the attainment of harmony in the society results when individuals are held responsible in different positions in the society. He gives an example of a typical society composed of the citizens in addition to other classes that ensure mutual benefit. There are the guardians, who are held responsible for society’s management. There are different types of guardians, the soldiers and the rulers. The function of the soldiers is to defend the state against external attack by enemies. The work of the rulers is to make decisions concerning the public as well as resolve disagreements among citizens. The soldiers cannot have private properties or have children and they can be from both genders. They are perceived to see reality beyond what the senses can allow them to reach. I can agree with Plato’s concept of justice regarding the responsibilities of the different classes in the state. However, I disagree with his concept on the restrictions that are to be imposed on the guardians. The natural division of each person’s responsibilities where the children whose parents are rulers take up the responsibilities as well as the idea of telling lies or myths when they are called. The choice of rulers basing on inheritance is not also objective. This is because the choice of incoming leaders from the outgoing leader’s children leaves out the possibility of electing the rightful leader from among the general population. To be able to govern the state, the guardians have to be special people. They must be endowed with capacity to be temperamental. They have to think philosophically. The value of good education was emphasized in Plato’s concept of the republic. He advocated for an organized and an in-depth system that will ensure that the individual will definitely attain the highest sense of education. This will erase the issue of the person confusing between deceptions/ illusions with reality. The highly educated man will eventually gain all the necessary skills to be able to govern the state. Self-deception on the other hand created by lack of sufficient education, may lead to an individual’s ignorance of the truth about their natures as human beings. From his point of approach, Plato says that it is important to control the kind of materials that children are in touch with. Those that they read see and hear. The training given to the individuals in form of education is the one that equips them to be able to handle the governance of the state. Depending on the level of training of the person, they can either be the soldiers or the rulers. However, the concept of natural selection of leaders will possibly be threatened by a revolution against the guardians if they do not meet the expectations of the subjects. From Plato’s point of view, the society needs first to convince the general population on the idea of natural division of labor from childhood. This idea would play a big role in shaping the thinking of the children and the people in general such that their minds will be fixed. This is contrary to his ideas on the potentiality of human mind as explicitly explained in the analogy of the cave. The justification of naturalness on the position of the individual in the society will create natural hierarchy which will indirectly affect the quality of leadership in the society. His approach is however, aimed at preventing the citizens from rebelling as well as keeping justice by everyone doing what he/she is supposed to be doing. The children according to Plato’s idea should only be taught the relevant material and literature that will ultimately ensure that they are skilled on the area of their duties. There should be restrictions as well as the quality on what the children are taught to ensure that satisfaction and efficiency in the state’s activities are maintained. However, there could be self deception by the children of the guardians that they are the best to take over from their parents which creates a false illusion (Plato & Jowett, 1941). Quality of leadership can be compromised which would hitherto disrupt Plato’s just society. Plato’s concept also emphasizes gender equality. It does not differentiate between the men and women. He believes that both men and women have equal intellectual capacity. Therefore according to him, the women as well can also be able to perform roles such as being guardians because their children will be reared by different parents. They are also detached from enjoying worldly pleasures such as being paid lowly. These disadvantages therefore discourage others from aspiring from becoming guardians. The guardians would approach issues from philosophical points of view and education that provided them with training that ensured that they reach the highest level of education. This would enable them to be able to distinguish between fiction and reality. This achievement is what Plato calls the highest sense of goodness, â€Å"sunnum bonnum† (Plato & Jowett, 1941). With this situation, they have attained the highest level of knowledge that can enable them to rule the people. The progress of the guardians is compared to the case of prisoners in an underground cave who are in darkness. At first, they could see shadows in the cave as reality (Watt, 1997). The people can however detach themselves and receive the light or truth. They are at first reluctant to receive the truth. The process of enlightenment according to Plato is a painful one entailing a lot of courage, persistence and patience. After the individual receives the truth concerning the reality, they should also enlighten others so that they should also know the reality and change the society. This is what produces change in the society. The training explained by Plato is the one that is directed towards the perceived guardians. The level of performance of the children being trained at an early age depends on whether they can be guardians or not. It also depends on whether they will be soldiers or rulers. To Plato, it is the duty of the society to be able to design a kind of educational system that will distinguish the future citizen’s roles. The training of the young people should be in line with their abilities (Plato & Jowett, 1941). Three distinct people in the state are brought out by Plato; rulers, soldiers and the commoners (Plato & Jowett, 1941). He maintained that membership in the guardian class will solely depend on the possession of appropriate skills. However, he held the idea that the off springs of the current guardians will most likely take over from them. These believe held by Plato is probably a means of social control and a tool used to maintain the status quo even by the unscrupulous leaders. Severe restrictions should be imposed to the guardians to control their quest to own properties. Since they are already endowed with superior natures, there is no need for wealth or other external rewards. The guardians should not own private properties. They should not also earn surplus income more than what fulfils their basic needs. In this case, most people will be discouraged from seeking the position of leadership. The kind of leadership that he advocates is the one that seeks the welfare of the state. This will ensure that the best of the citizens will be attained. The different classes working for the common good of the state need to develop certain qualities or virtues in order to achieve the best. The rulers, being responsible for making public decisions which affect the citizens, must have the virtue of wisdom. This is the capacity to make the right decisions, make impartial judgments and comprehend reality. The soldiers are endowed with the capacity to defend the state. They must therefore develop the virtue of courage. This is the willingness to sacrifice oneself and offer themselves to accomplish the interests of the state regardless of their personal welfares such as personal risks. The commoners must not pursue their own personal interests but must in all capacities strive to obey rules that emanate from the leaders. They must therefore exhibit the virtue of moderation. This involves the process of moderating ones personal desires for the purpose of a higher course. Plato asserted that when the different classes play their roles without overlapping with the roles of the other party, harmony is attained in the society and everything flows smoothly (Watt, 1997). Justice according to him is not the exclusive responsibility of one of the classes but it is the harmonious interrelationship between the different classes in the state. He then used the concept of the state to explain the virtues of the individual human beings. He presumed that just like the state, the individual has a complex system of different parts that function to attain harmony within the individual. The physical body corresponds to the land, buildings and other physical material resources of the city. In addition, every human being has got three souls that correspond to the three classes in the state. Each of them contributes in their own way to the successful operation of the person as a whole. There is the rational soul. It is also the mind or the intellect. This is the thinking portion of all humans that is responsible for discernment of reality and differentiates it with illusions. What is right and what is wrong, what is true and what is false. There is also the spirited soul. It is the active portion of the humans that normally acts the will of the intellect. Finally we have the appetitive soul, which is emotional and contains desires. It wants and feels many desires. Most of the desires emanating from it must be deferred if the individual is to exercise self control directed by the rational pursuits. Just as in the case of a well organized state, justice in an individual is achieved when all the components making up the individual work in harmony. The tripartite division as explained by Plato forms the basis of understanding the individual. From the view that Plato develops, justice is better than injustice. True justice in human beings is a kind of good health that can only be attained when all the sections of the soul work together in harmony (Irwin, 1999). In an unjust person, the parts are in constant conflicts, poorly organized and disintegrated compromising the personality. The whole idea of the state is explained by Plato from the philosophical point of view. He states that philosophy opens up peoples thinking to be able to see far. This is parallel to the light provided by the sun. Philosophy is a great tool that helps people to be able to deal with life issues on a logical point of view. Just like the sun sheds light in the morning and darkness disappears, the same way philosophy enlightens the individual to be able to view issues from a wider and in depth perspective. This helps one to solve issues that affect the individual and those that affect the society. According to Plato, the love of philosophy is the love of reality. Those who remain in the world of shadows miss a lot of reality. When they are enlightened, they behave in the most noble way. To elaborate further the issue of enlightenment brought about by philosophy, Plato used the analogy of the cave. The allegory of the cave presents a condition where a group of prisoners are chained in a cave. The cave is dimly lit. The prisoners cannot be able to turn their heads and hands because they are fastened by ropes. They stare to a wall in front all day. There is a small fire outside the cave. A group of puppeteers are walking along a small raised path which is adjacent to the cave. The small fire projects shadows on the wall they are facing on. They just see the shadows of the objects which are outside. They believe that the shadows that they see are true. The people have been in the cave since childhood and have never seen the outside light (Plato & Jowett, 1941). The raised path also contains people who are walking along it. As usual some are talking while others are silent. The prisoners just see the shadows of the objects in the opposite wall. They cannot be able to see the real objects because their legs, hands and necks are fast chained. What they can only see images of themselves as well as the images of the outside objects being projected by the fire which is lit outside. They do not also hear the reality of what the people are saying. To them the truth is literally nothing else than the shadows that they can see (Plato & Jowett, 1941). Plato tries to explain what would happen when the prisoners are released from the underground cave. Plato explains what would happen when one of the prisoners is liberated and allowed to see the real objects outside. When one of the individuals is allowed to see the light outside, the eyes will suffer sharp pains due to the glare of the light outside. At first, he will not be able to see the realities which at first he had seen as shadows. He will also conceive someone saying to him that what he was saying was just an illusion. When he gets nearer to the reality and more light continues to shed on him, he is likely to react differently from his earlier conditions. If he is asked to name the objects that are real, he is likely to say that the shadows he saw earlier were the real objects and that what he was being shown was the illusion. When he is compelled to look straight into the glare, he might feel a sharp pain in the eyes that will compel him to resist reality and instead want to go back to see the objects which he can see without the pain. When he will be forced to see the light of the sun, he is also likely to be pained and irritated. When he approaches to the light, the eyes are likely to be temporarily blinded and he may not see anything of the realities. Other released prisoners are likely to behave differently. Some are likely to be resilient while others are likely to adapt to the reality world. In explaining this, when each of the individuals are placed in such a situation, they are also likely to behave in a similar to the prisoners. The allegory of the cave explains the process in which individuals undergo in the process of being enlightened. Each of the human beings has their own cave that they live in before the process of enlightenment turns an individual to think objectively. When one is not enlightened, they are like prisoners who are living in an underground cave. They always have the habit of seeing darkness. They distort reality and confuse reality for illusions. In a political situation for instance, the leaders do not know the reality about how they are supposed to lead. They therefore lead the people in the wrong direction because of the concepts that they hold which are not universal and are based on superficial reasoning. From a wide field of view, Plato believes that to maintain harmony and justice in society, everyone should be able to perform his/her activity in the society. I agree with this conception of Plato because a just and an efficient society is where there is no overlapping of issues. Where individuals play roles that they are not meant to be playing, there will be confusion and conflict is likely to arise in such situations. For instance, in a typical society where the police have been employed, they are supposed to maintain law and order in order to ensure that activities in the society run normally. They will punish the law breakers which will ensure that vices do not happen in the society. On another level, the traffic police would be able to deal with the drivers who break traffic rules. This will ultimately tend to minimize the accidents that happen on the roads. This ultimately produces harmony in the society. The issue that the lives of individuals are predetermined raises concerns on the freedom of the individual to rise to the position of leadership based on merit. Personal freedom is the key factor that determines who we are. Individuals should therefore be given a chance to choose the kind of life that they want to lead. It is through freedom that people come to know the kind of positions that is best suited to them. This happens through the meaning that is attached to things. In this case, Plato seems to ignore important factors such as hard work, passion and experience that allow humans to do extremely well in their endeavors even though they may not seem to be naturally gifted in such areas. Success in matters concerning leadership requires an integration of different factors apart from the natural qualities. Tasks are accomplished easily by use of the natural talents but they do not guarantee efficient accomplishment. Moreover, people with the zeal to succeed in certain tasks may at times do it better than those who are gifted because they are motivated to excel in such activities. A contradiction also arises in the case where Plato advocates for telling of lies in order to perpetuate the natural division of the different roles. On one hand, Plato advocates for morality. On the other hand, it is ironical to advice the educators to propagate falsehoods in order to reinforce the issue of naturalness of division of labor. Educators are meant to be role models in terms of being a role moral educator. Kant argues that everybody is equal, free and able to reason. Therefore holding the believe that the guardians are pure and are the ones who can only reason logically is a fallacy. The fact that the guardians are endowed with the capability of thinking philosophically does not in any way deny other people a chance to exploit their intellectual capability. The focus of such a concept can only be aimed at maintaining the status quo of the elites. They therefore prevent other categories from accessing chances in such status and analyzing the different possibilities of change that can be effected. (Foster,1937). The concept of Plato seems to bring about discrimination in the society. This happens when he advocates for the guardians to choose their partners from their fellow guardians. This will consequently tend to maintain power and authority among a small group of people. It is viable to choose leaders by producing intelligent people with philosophical thinkers. The idea that the guardians should live in poverty without families or property ownership is a violation of human nature. Plato provides an ideal situation of a different human who can live special lives. They can even fully sacrifice their comforts for the sake of the general population. This however is not always the truth. It could be hard if such a system was to be induced (Foster,1937). Most of the people are employed to gain material wealth. Denying them such kind of a right would repel services from such people. Plato’s concept of the allegory of the cave is highly applicable especially in the contemporary society. First, it brings out the real meaning of education. From his explanation, education is not meant to make individuals conform to the prevailing conditions. It is meant to reform the intellectual capability of the individual such that they can be able to discover issues on their own. The work of the educator is to ignite the person. From there the learner can be able to discover things on their own. He refuses to believe that the human mind is limited in any way. He believes that the human intellect is special in that it has an endless potential to venture into the infinite world of possibilities. From this understanding, human beings may realize their full potential and engage their full potential in solving problems especially those that affect the society. For example in leadership, the leaders should not be limited to the thinking applied since their childhood. As they grow up they should learn to adapt to new ways of solving problems and relating with the general public. Plato’s concept will also help every individual to respect each other regardless of their tribe or race as long as they understand that they are all special creatures. In a nutshell therefore, the work of Plato is still influential today as it can be applied to solve many problems in the current society. Works cited M. B. Foster. â€Å"A Mistake of Plato's in the Republic. † Mind, 46 (1937): 386–393. T. H. Irwin. â€Å"Republic 2: Questions about Justice. † in Plato 2: Ethics, Politics, Religion, and the Soul, ed. , Gail Fine (Oxford: Oxford University Press, 1999), 164–185. Watt, Stephen (1997), â€Å"Introduction: The Theory of Forms â€Å", Plato: Republic, London: Wordsworth Editions, pp. pages xiv–x Plato, & Jowett, B. (1941). Plato's The Republic. New York: The Modern Library.

About KFC Essay

Colonel Harland Sanders, born September 9, 1890, actively began franchising his chicken business at the age of 65. Now, the KFC ® business he started has grown to be one of the largest quick service food service systems in the world. And Colonel Sanders, a quick service restaurant pioneer, has become a symbol of entrepreneurial spirit. More than a billion of the Colonel’s â€Å"finger lickin’ good† chicken dinners are served annually. And not just in North America. The Colonel’s cooking is available in more than 80 countries and territories around the world. When the Colonel was six, his father died. His mother was forced to go to work, and young Harland had to take care of his three-year-old brother and baby sister. This meant doing much of the family cooking. By the age of seven, he was a master of several regional dishes. At age 10, he got his first job working on a nearby farm for $2 a month. When he was 12, his mother remarried and he left his home near Henryville, Ind., for a job on a farm in Greenwood, Ind. He held a series of jobs over the next few years, first as a 15-year-old streetcar conductor in New Albany, Ind., and then as a 16-year-old private, soldiering for six months in Cuba. After that he was a railroad fireman, studied law by correspondence, practiced in justice of the peace courts, sold insurance, operated an Ohio River steamboat ferry, sold tires, and operated service stations. When he was 40, the Colonel began cooking for hungry travelers who stopped at his service station in Corbin, Ky. He didn’t have a restaurant then, but served folks on his own dining table in the living quarters of his service station. As more people started coming just for food, he moved across the street to a motel and restaurant that seated 142 people. Over the next nine years, he perfected his secret blend of 11 herbs and spices and the basic cooking technique that is still used today. Sander’s fame grew. Governor Ruby Laffoon made him a Kentucky Colonel in 1935 in recognition of his contributions to the state’s cuisine. And in 1939, his establishment was first listed in Duncan Hines’ â€Å"Adventures in Good Eating.† In the early 1950s a new interstate highway was planned to bypass the town of Corbin. Seeing an end to his business, the Colonel auctioned off his operations. After paying his bills, he was reduced to living on his $105 Social Security checks. Confident of the quality of his fried chicken, the Colonel devoted himself to the chicken franchising business that he started in 1952. He traveled across the country by car from restaurant to restaurant, cooking batches of chicken for restaurant owners and their employees. If the reaction was favorable, he entered into a handshake agreement on a deal that stipulated a payment to him of a nickel for each chicken the restaurant sold. By 1964, Colonel Sanders had more than 600 franchised outlets for his chicken in the United States and Canada. That year, he sold his interest in the U.S. company for $2 million to a group of investors including John Y. Brown Jr., who later was governor of Kentucky from 1980 to 1984. The Colonel remained a public spokesman for the company. In 1976, an independent survey ranked the Colonel as the world’s second most recognizable celebrity. Under the new owners, Kentucky Fried Chicken Corporation grew rapidly. It went public on March 17, 1966, and was listed on the New York Stock Exchange on January 16, 1969. More than 3,500 franchised and company-owned restaurants were in worldwide operation when Heublein Inc. acquired KFC Corporation on July 8, 1971, for $285 million. Kentucky Fried Chicken became a subsidiary of R.J. Reynolds Industries, Inc. (now RJR Nabisco, Inc.), when Heublein Inc. was acquired by Reynolds in 1982. KFC was acquired in October 1986 from RJR Nabisco, Inc. by PepsiCo, Inc., for approximately $840 million. In January 1997, PepsiCo, Inc. announced the spin-off of its quick service restaurants — KFC, Taco Bell and Pizza Hut — into an independent  restaurant company, Tricon Global Restaurants, Inc. In May 2002, the company announced it received shareholders’ approval to change it’s corporation name to Yum! Brands, Inc. The company, which owns A&W All-American Food Restaurants, KFC, Long John Silvers, Pizza Hut and Taco Bell restaurants, is the world’s largest restaurant company in terms of system units with nearly 32,500 in more than 100 countries and territories. Until he was fatally stricken with leukemia in 1980 at the age of 90, the Colonel traveled 250,000 miles a year visiting the KFC restaurants around the world. And it all began with a 65-year-old gentleman who used his $105 Social Security check to start a business. KFC KFC operates in 74 countries and territories throughout the world under the name â€Å"Kentucky Fried Chicken† and/or â€Å"KFC.† It was founded in Corbin, Kentucky by Colonel Harland D. Sanders, an early developer of the quick service food business and a pioneer of the restaurant franchise concept. The Colonel perfected his secret blend of 11 herbs and spices for Kentucky Fried Chicken in 1939 and signed up his first franchisee in 1952. By the time KFC was acquired by PepsiCo in 1986, it had grown to approximately 6,600 units in 55 countries and territories. KFC restaurants offer fried chicken products and some also offer non-fried chicken-on-the-bone products, with the principal entree items sold in pieces under the names Original Recipe, Extra Tasty Crispy and Tender Roast. Other principal entree items include Chunky Chicken Pot Pies, Colonel’s Crispy Strips, and various chicken sandwiches. KFC restaurants also offer a variety of side items, such as biscuits, mashed potatoes and gravy, cole slaw and corn, as well as desserts and non-alcoholic beverages. Their decor is characterized by the image of the Colonel and distinctive packaging includes the â€Å"Bucket† of chicken. In 1996, KFC’s worldwide system sales of over $8 billion grew faster than the industry average even though the number of restaurants in its global system did not materially increase. This growth was largely due to the impact of new products as shown by the fact that same store sales in Company-operated stores in the U.S. increased 6%. In 1995, same store sales for Company-operated stores in the U.S. were also strong, increasing 7%. For the first half of 1997, KFC same store sales growth for Company-operated units in the U.S. was consistently positive resulting in a 4% growth rate for the 24 week period. Average U.S. system-wide sales per traditional unit in 1996 were $775,000. YUM BRANDS The Yum! Brands, Inc. organization is currently made up of six subsidiaries organized around its five core concepts, KFC, Pizza Hut, Taco Bell, A&W All-American Food Restaurants and Long John Silvers. Yum! Brands and KFC is based in Louisville, Kentucky; Pizza Hut and Yum! Restaurants International are headquartered in Dallas, Texas; Taco Bell is based in Irvine, California; and A & W All-American Food Restaurants and Long John Silvers are based in Lexington, Kentucky. Each of Yum! Brands’ concepts are engaged in the operation, development, franchising and licensing of a system of both traditional and non-traditional QSR units. Non-traditional units include express units and kiosks which have a more limited menu and operate in non-traditional locations like airports, gas and convenience stores, stadiums, amusement parks and colleges, where a full-scale traditional outlet would not be practical or efficient. In addition, there are approximately 367 units housing more than one concept (â€Å"2n1s†). Of these, approximately 354 units offer both the full KFC menu and a limited menu of Taco Bell products, and approximately 13 units offer both the full KFC menu and a limited menu of Pizza Hut products. In each concept, consumers can either dine in or carry out food. In addition, Taco Bell and KFC offer a drive-through option in many stores. Pizza Hut and, on a much more limited basis, KFC offer delivery service. Each concept has proprietary menu items and emphasizes the preparation of food with high quality ingredients as well as unique recipes and special seasonings to provide appealing, tasty and attractive food at competitive prices. VISION Our passion, as a restaurant company, is to put a YUM on people’s faces around the world, satisfying customers every time they eat our food and doing it better than any other restaurant company. A&W, KFC, Long John Silver’s, Pizza Hut, and Taco Bell offer customers food they crave, comeback value, and customer-focused teams. The unique eating experience at each of our restaurants make our customers smile and inspire their loyalty for life. Toward that end, our 750,000 associates around the world are trained to be customer maniacs. With sales now in excess of $1 billion in Australia, we have proof positive of the power of Customer Mania. But what’s at its core? Three things, really:  · Operational excellence  · Great marketing and advertising  · Real â€Å"sit up and take notice† customer service When we took the concept of Mania to our Restaurant Team Members – the talented people who deal with our customers day in, day out, every day – they embraced it with passion. They took the program and ran with it, becoming powerful catalysts for change throughout our entire organization! Why? Simple – Customer Mania unlocked their enthusiasm and creativity, empowering them to do whatever it takes to satisfy guests. Listening to the Voice of the Customer Customer Mania is a great concept, but how would we give it meat? By listening to the Voice of the Customer! One initiative we undertook in Australia was to invite RGMs to customer research sessions, where they could closely observe customers talking about their experiences in our restaurants. Their stories – good and bad – were telling. Customers complained about speed and communication in the KFC drive-thrus, and the lack of ready access to a manager in the restaurant. As a direct result of these focus groups, our Customer Mania team developed two important initiatives: Improving our drive-thru facilities and service to make them more customer-friendly, and revamping our problem resolution process.  · Drive-thru: We embarked on building large glass boxes at the entry to drive-thrus, with menus and an attendant replacing the speaker. These changes will make the drive-thru experience much more personal and more responsive.  · Problem resolution process: We took our best frontline workers, put them through additional LAST training, and empowered them to resolve customer complaints on the spot. As a result, customer complaints made to the home office have been reduced dramatically – down over 50%! It’s all about Leadership No doubt we’ve got a long way to go. But it’s clear to me that the five leadership principles we’ve established for Customer Mania are working, and are worth sharing:  · Lead from the top  · Stay the course, create a â€Å"five-year journey† mindset  · Be consistent  · Recognize, recognize, recognize  · Define what success looks like  · Good luck, and Yum to you!

Mass Hysteria on Salem Witch Trial

What is mass hysteria? Mass hysteria is when most everybody develops a common fear that often spirals into a panic. The tragic story of the Salem Witch Trial contains mass hysteria back in 1692. In my two articles â€Å"Salem Witch Craft Trial† and â€Å"Mass Hysteria in Upstate New York† have similar problems. In both articles I will be explaining how mass hysteria played a key role in both of these issues. In the article â€Å"Salem Witch Craft Trial† it tells the history of the mass hysteria behind the whole Salem witch craft trials.The mass hysteria occurred from 1692-1693 and lead to many people dying. There were one hundred and forty arrests, nineteen hangings, one rock crushing and several people dying in jail while awaiting their trial. Everything that Salem had was to get rid of their witches in the city. In January 1962 two girls named Elizabeth and Abigail had fell out in church and start writhing on the floor. The doctor was convinced that it was witc hcraft.The pastor was asked â€Å"Who did this† and the two daughters said â€Å"Tituba the slave, Sarah Good a homeless woman and Sarah Osborn. † Tituba confess that she was a witch and was order to hurt girls. Tituba also told that were more witches in the town of Salem. The two girls start pointing people that could be witches who would spend months chained in jail. Over a hundred of Salem's prominent people would be incarcerated and suppose witches would visit the girls and torture them.Overall, nineteen people were hanged, one pressed to death and four others died in prison awaiting trial. What I learn from the articles that the people was scared of witchcraft. After Rev. Parris daughters were hurt, they start to kill people that were supposed to be a witch. Over hundred people were being killed during this time because of witchcraft. The mass hysteria in this article was the fear of having witches in Salem. With that being the mass hysteria a lot of people died.

Art with functions Essay Example | Topics and Well Written Essays - 750 words

Art with functions - Essay Example Therefore, the clarification of function depends on the context. Since, one can look at a piece of art and be able to tell its origin and time of its creation. In other instances, one tries to identify the artist, as he or she is half of the contextual equation. That is, what was the artist thinking about when he/she created the piece and to the viewer what does the piece of art mean right now, living in the moment. These factors are put in consideration before the assignment of function (Berkus 78). The function of art falls usually falls within three categories. These are physical, social and personal functions. In most cases, these three categories overlap in any given piece of art (Giovannini 235). The physical aspects of the functions of art are easy ones to deal with this is because works of art are to perform some physical functions. For example, e if one sees the Fijian war club may assume its function. However, brilliant the artisanship may be the club’s task is to perform the physical utility of smashing skulls. Another example is the Japanese Raku bowl that performs the physical functions in the tea ceremony. On the contrary, a fur- covered Dada teacup has no physical function. Art has social functions when it addresses collective aspects of life, rather than one person’s point of view. Political art usually performs this task. The fur- covered Dada teacup, which is useless for holding tea, when carried to social functions it is a protest to World War 1. In addition, satire performs social functions. William Hogarth and Francisco Goya both went this route, with different levels of success at enacting social change. In other instances, a piece of art in a community can achieve the social function of uplifting the community’s status. A Calder stabile is an outstanding example of a community’ s point of pride and a valuable treasure. The personal utilities of art are the most complex to explain because they are many and

Diabetic Foot Ulcer Infection Prevention Essay Example | Topics and Well Written Essays - 1250 words

Diabetic Foot Ulcer Infection Prevention - Essay Example The role that education plays in preventing foot ulcers have been emphasized in a comprehensive study written by the European Wound Management Association (EWMA) (2010). Their report evaluated and compared diverse studies which focused on non-healing wounds, or initially termed chronic wounds (European Wound Management Association (EWMA), 2010). The paper thereby defined non-healing or chronic wound as â€Å"a wound that has not healed for at least 4–6 weeks from its first observation at a trial screening visit† (European Wound Management Association (EWMA), 2010, p. 264). Since there were different types of wound that were apparently identified (diabetic ulcers, venous ulcers, as well as pressure ulcers), the focus of the current review is clearly on diabetic ulcers. Concurrently, relevant issues and concerns regarding providing relevant information to patients, management, diagnostic and therapeutic protocol, as well as factors influencing the outcome of suggested int erventions were revealed (European Wound Management Association (EWMA), 2010; Faglia, et al., 2002; Schaper, Apelqvist, & Bakker, 2012).The main concern among the articles evaluated on the subject emphasized that management of diabetic foot ulcers actually require a multi-disciplinary approach (Schaper, Apelqvist, & Bakker, 2012; Lavery, Peters, & Armstrong, 2008). For instance, merely understanding the risk factors or variables associated with the development of foot ulcers was deemed insufficient and virtually ineffective in addressing the dilemma. Most of the interventions that were expounded were reactionary; as opposed to preventive – where education plays a relevant role. Only in the studies written by Dorresteijn, Kriegsman, Assendelft, & Valk (2012) and Lavery, Peters, & Armstrong (2008) did the authors emphasize education.... The paper thereby defined non-healing or chronic wound as â€Å"a wound that has not healed for at least 4–6 weeks from its first observation at a trial screening visit† (European Wound Management Association (EWMA), 2010, p. 264). Since there were different types of wound that were apparently identified (diabetic ulcers, venous ulcers, as well as pressure ulcers), the focus of the current review is clearly on diabetic ulcers. Concurrently, relevant issues and concerns regarding providing relevant information to patients, management, diagnostic and therapeutic protocol, as well as factors influencing the outcome of suggested interventions were revealed (European Wound Management Association (EWMA), 2010; Faglia, et al., 2002; Schaper, Apelqvist, & Bakker, 2012). The main concern among the articles evaluated on the subject emphasized that management of diabetic foot ulcers actually require a multi-disciplinary approach (Schaper, Apelqvist, & Bakker, 2012; Lavery, Peters, & Armstrong, 2008). For instance, merely understanding the risk factors or variables associated with the development of foot ulcers was deemed insufficient and virtually ineffective in addressing the dilemma. Most of the interventions that were expounded were reactionary; as opposed to preventive – where education plays a relevant role. Only in the studies written by Dorresteijn, Kriegsman, Assendelft, & Valk (2012) and Lavery, Peters, & Armstrong (2008) did the authors emphasize education as one of the interventions for preventing diabetic ulcers. Accordingly, the authors asserted that â€Å"educating people with diabetes about foot care (would potentially) help reduce foot ulcers and amputations†

Bakery Business Plan Essay Example | Topics and Well Written Essays - 750 words

Bakery Business Plan - Essay Example ur is the most valuable ingredient that influences the entire processing response and determines the final quality of the finished bakery products because of the unique proteins in wheat that gives the products a characteristic highly expanded structure. In addition, wheat flour is generally present in a large proportion than any other ingredient used in baking industry. The baked products provide majority of the food supplements recommended for daily consumption. Such elements include carbohydrates, lipids (free fatty acids and simple glycerides), fiber, vitamins, and mineral salts (Matz, 1992). The production environment within the bakery involves all the entire processes from the onset of acquiring the raw materials for baking the products to when the baked product is ready for consumption, sale, and transportation of the finished products to other consumers. Purchasing of various ingredients including the required quantity of wheat flour, margarine, sweeteners and other required ingredients, mixing which is classified as a chemical engineering unit operation, entails putting plurality of materials originally existing separately in non-uniform combination. For example mixing flour with water and the required fluids including margarine and other fats into such an arrangement that each particle of one material lies nearly and adjacent to each particle of the other materials and make a thick semi solid mass of the mixture, which will be sliced in variable sizes according to the desired products. Such mixing is done using mixer machines (Matz, 1992). After the baking process the products are placed on storage containers awaiting for transportation and outsourcing to various distributors, wholesalers and consumers, this involves the incorporation of various transportation modes to ensure the delivery of fresh products to the market. The entire operation involves the use and coordination through human labor that control the machines during the baking process.