Report on Snow White and the Seven Dwarves

Report on Snow White and the Seven Dwarves ABSTRACT This drama is basically about a beautiful girl called Snow White. The Queen is trying to kill her so she takes refuge in the forest in the house of seven dwarfs to hide from the wicked Queen. The Queen wanted to kill her because she is jealous for not being the fairest in the land, and Snow Whites beauty surpasses her own. The seven dwarfs start to love Snow White, who always cleans their house and cooks their meals. But one day while the dwarfs are at their diamond mine, the Queen arrives at the cottage disguised as an old humble woman and persuades Snow White to bite into a poisoned apple. The dwarfs, warned by the forest animals, rush home to chase the witch away, but they are too late to save Snow White from the poisoned apple. They place her in a glass coffin in the woods and mourn for her. The Prince, who has fallen in love with Snow White, happens by and awakens her from the wicked Queens deathlike spell with loves first kiss. ACKNOWLEDGEMENT First of all, we would like to thank God for supporting us physically and mentally to finish up our drama presentation that has been given by Ms. Liyana Shazleen Mohd Nizar. These tasks have been done by our group members that put lots of effort and time in it even though some conflicts had happen during the discussion for this assignment. Luckily, all conflicts had been settled and we can even work better after the conflicts. In addition, we would like to thank Ms. Liyana for guiding us in our assignment. She always gave us support and guide us how to perform well in a drama to ensure that we come out with a high quality presentation. The topic that has been chosen by our group is to present a drama title Snow White and the Seven Dwarfs. Furthermore, we would like to thank our beloved friends as well because they help us to build the props for the drama presentation. We also hope that all of our effort can help us to score a better result in our group assignment. Finally, we would l ike to thank and wish all our classmates and family for always being there for us and give us support in order for us to finish up this group assignment. TABLE OF CONTENT Chapter 1: Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Pg. 1 Scene Cast Synopsis Chapter 2: Methods†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Pg. 4 Chapter 3: Recommendation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Pg. 4 Chapter 4: Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ CHAPTER 1: INTRODUCTION SYNOPSIS Once upon a time, there live a beautiful girl name Snow White; she takes refuge in the forest in the house of seven dwarfs to hide from her stepmother, the Queen. The Queen is jealous of Snow White because she is â€Å"the fairest in the land† and she wanted to take the title. The dwarfs grow to love their unexpected visitor. But one day while the dwarfs are at their diamond mine, the Queen arrives at the cottage disguised as an old humble woman and persuades Snow White to bite into a poisoned apple. The dwarfs, warned by the forest animals, rush home to chase the witch away, but they are too late to save Snow White from the poisoned apple. They place her in a glass coffin in the woods and mourn for her. The Prince, who has fallen in love with Snow White, happens by and awakens her from the wicked Queens deathlike spell with loves first kiss. SCENE 1.2. A SCENE 1 The first scene of this drama presentation is when the Queen summons the magic mirror to find out who is the fairest lady in the world. The magic mirror told her that Snow White is the fairest lady of all. Once the Queen found out that she is not the fairest lady in the world, she when furious and she summons the Huntsman and orders him to bring Snow White to the forest and kill her there. The Queen wants Snow White dead, she asked the Huntsman to bring back Snow White’s heart. 1.2. B SCENE 2 The second scene of the drama is when the Huntsman brought Snow White to the forest to pick wildflowers. When the Huntsman reached the forest with Snow White, he took pity of her free. He killed a deer and took its heart to The Queen and lied to her that he had killed Snow White. Snow White wandered in the forest all night alone. Meanwhile, Snow white found a adorable house in the middle of the woods and she decide to stay there and hide herself from the Queen. 1.2. C SCENE 3 The third scene of the drama started with the seven dwarfs in the diamond mine working and when the bell rang, they march while singing back to their house. For a moment, they found out that there is someone in the house. The dwarfs were shocked because their house is sparkling clean. Dopey, one of the dwarfs when into the bedroom and saw Snow White sleeping. He was shocked and he ran down to the stairs and everyone was scared. Later, everyone went into the bedroom and Snow White woke up and starts introducing all the dwarfs. After that she tells the dwarfs her stepmother, the Queen is trying to kill her and Snow White begs the dwarfs to let her stay. 1.2. D SCENE 4 The Queen summons the magic mirror and she asked the magic mirror again who is the fairest lady in the world is. The magic mirror told The Queen that Snow White is still alive. The Queen is furious. Therefore, she turns herself into a witch knew how to make magic potions. She then made a poisonous potion and dipped a shiny red apple into it. Then she disguised herself as an old peasant woman and went to the woods with the apple to kill Snow White. 1.2. E SCENE 5 All of the dwarfs advice Snow White to stay in the house and do not talk to strangers before they leave the house to the diamond mine. After the dwarfs leave, The Queen arrives at the cottage disguised as an old peddler woman and persuades Snow White to bite into a poisoned apple. Snow White bites the poison apple and she died, the dwarfs got a strange feeling and rush home but they are too late to save Snow White from the poisoned apple. They place her in a glass coffin in the woods and mourn for her. The Prince, who has fallen in love with Snow White, happens by and awakens her from the wicked Queens deathlike spell with loves first kiss. CAST 1.3. A MAIN CHARACTER The first main character is Snow White. She is a young princess and the daughter of a great king whose wife died when the daughter was very young. Her stepmother has forced her to work as amaidin the castle. The second main character is The Queen. She is the stepmother of Snow White. After she discovers that Snow White is fairest lady, she immediately summons the huntsman to kill her in the woods. After she discovers that Snow White did not die, she disguises herself as an oldhagand uses a poisoned apple to remove Snow White from her path without killing her. Furthermore, The Prince is one of the main characters of the drama. The prince first sees Snow White singing at herwishing well. He immediately falls in love with her and her voice. He later reappears to revive her. 1.3. B SUPPORTING CHARACTERS The first supporting character is Doc. He is the leader of the seven dwarfs; he often mixes up his words. Furthermore,Grumpy is one of the supporting characters. He hates Snow Whites presence in the dwarfs home; He has the biggest nose of the dwarfs, and is frequently seen with one eye shut. Happy is the joyous dwarf and is usually portrayed laughing. Sleepy is always tired and appears laconic in most situations. Moreover, Bashful is the shyest of the dwarfs, and is often embarrassed by the presence of any attention directed at him. Sneezy is earned by his extraordinarily powerful sneezes, which are seen blowing even the heaviest of objects across a room. Dopey is the only dwarf who does not have abeard. He is clumsy and mute, with Happy explaining that he has simply never tried to speak. The Magic Mirror regularly asks by The Queen who is the fairest in the land. Lastly,The Huntsman cannot bear to kill Snow White, even when the Queen orders him to take the princesss heart. CHAPTER 2: METHODS The first thing we did is we do research online and also reading the storybooks to develop a script for our drama. We watch the movie together by using YouTube in a classroom to understand more details about the characters so we can divide the roles easily. Then we have brainstorming session with the whole group to create the script for the drama and we also sat down together to discuss about the roles, scenes, and the materials we need for the drama presentation. Furthermore, we all stay overnight in college a day before the drama presentation to prepare our props, costumes and sound effects. Lastly, we seek for help from Miss Liyana for some ideas and technical help for our drama presentation. CHAPTER 3: RECOMMMENDATION During the process of preparing for the drama presentation, there are a lot of conflicts has happened between our group members. We couldn’t make up our mind about whom getting which roles because some members don’t have the ability to present the characters well. After a week of discussion, we finally made our mind about the roles and everyone is very suitable to their roles. Our group has very creative ideas to twist the plot of the drama from an ordinary Snow White story to a comedic story. We think that we can do better if we have more time to prepare and making the drama presentation more interesting. CHAPTER 4: CONCLUSION As a conclusion, we actually can perform better if we have more time to practice each roles and planning about the drama scenes. The experience of this drama presentation is very amazing, we get to experience how an artist prepares for a drama and we enjoy the whole process even though it is very tiring. We had tried our very best and we think we deserve high marks.

Principles for implementing duty of care Essay

Explain what it means to have a duty of care in own work role. As a care assistant, I have a Duty of Care that is a legal requirement/obligation, requiring that I adhere to a good quality & standard of care when providing care & support to my service users. Every individual should be supported & enabled to live in an environment which is free from prejudice & safe from abuse. My responsibility under the duty of care is to do everything reasonable within my job role description & in conjunction with my employer’s policies & procedures to make this happen. It is part of my job role to care for individual’s, ensuring that the individual’s needs & well being are looked after. As individual’s, all service users have a right to be treated with respect, given choice, treated fairly & equally & not to be mistreated or subjected to any form of abuse. Taking on the role of a care assistant, I have agreed to provide a duty of care to the individual by following: â₠¬â€œ the codes of practice (outlined by HASWA), following company policies & procedures, undertaking the necessary training & conducting myself in a respectful, professional & competent manner. Following these guidelines empowers me with the knowledge, skills & competence to carry out my day to day tasks whilst ensuring that all who I come into contact with during my working day are protected from harm, injury or abuse: i.e. the service user, their family & friends, fellow work colleagues etc†¦ Explain how duty of care contributes to the safeguarding or protection of individuals. In my current role, I have a duty of care to ensure that all service users are safe. I have a duty to raise any & all concerns I have about any facet of my job e.g. inadequate working conditions, poor equipment, poor training, bad practice by other staff members, raising concerns about potential abuse & situations of neglect. My duty of care contributes to the safeguarding & protection of the individual, by ensuring that individuals are safe from any sort of harm such as: illness, injury or abuse. It is my responsibility to work within the codes of practice & my employer’s policies & pr ocedures. This involves the recording & documenting of all information when an accident or incident occurs & pass this  information immediately on to my superiors & other relevant persons i.e. doctors & social workers. Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care. Describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights. It is my duty of care to support my service users to take their medication that has been prescribed by a doctor & to ensure that they are in good health. If a service user refuses to take their medication that is their right, however, this could be detrimental to their health. I would ask the individual as to why they did not want to take their medication, as there may be an underlying issue such as: the individual has developed a problem swallowing or is finding the tablets too large to swallow. In each case I would call a doctor & explain the sit uation. The doctor may say the individual has tonsillitis & can prescribe smaller tablets. I would then record this information & report it back to my manager. If a service user just refused to take their medication because they did not feel like taking it, i.e. because they were in a bad mood, they still have the right to do so. At this point I would try to encourage them to take the medication by explaining to them that it has been prescribed to them by a doctor for a reason, therefore you must require it. If the service user still refused, I would make a record of it, report it to my manager, leave the individual & return 30 minutes later to see if they had become more receptive to taking the medication. If the individual still refused to take their medication I would record this & call my manager as I have a duty of care to the individual to report it. Another example of a dilemma could be if a service user who is unsteady on their feet, refuses to use their walking aid. The individual i s at risk of falling causing injury to themselves or others. I have a duty of care to encourage the individual to use their walking aid by explaining the possible consequences of what could happen as a result of their actions. However, it is the individual’s right to make that choice & I cannot force or pressurise them. Describe how to manage risks associated with conflicts or dilemmas between individual’s rights & the duty of care. Managing conflicts & dilemmas of this nature, is best achieved by working with the individual to put risk assessments in place to try & make the situation as safe as possible, but still allowing the individual the freedom & right to do as they  choose. A risk assessment is not carried out to remove the risk, but rather to put in place actions that will help reduce the risk to stop the possibility becoming reality, looking at situations where there is a risk & considering what can be done to reduce it. An example of this could be an individual refuses to take their prescribed medication for whatever reason. The individual has the right to decline taking the medication, but this would then create a risk to the health & well-being of the individual. I would ask the individual as to why they did not want to take their medication, as there may be an underlying issue such as: the individual has developed a problem swallowing or is finding the tablets too large to swallow. In each case I would call a doctor & explain the situation. The doctor may say the individual has tonsillitis & can prescribe smaller tablets. I would then record this information & report it back to my manager. If however, the individual just refused to take their medication because they did not feel like taking it, i.e. because they were in a bad mood, they still have the right to do so. At this point I would try to encourage them to take the medication by explaining to them that it has been prescribed to them by a doctor for a reason, therefore you must require it. If the individual still refused, I would make a record of it, report it to my manager, leave the individual & return 30 minutes later to see if they had become more receptive to taking the medication . If the individual still refused to take their medication I would record this & call my manager as the individual has now created a risk & I have a duty of care to the individual to report it. Describe how to manage risks associated with conflicts or dilemmas between individual’s rights & the duty of care. If a situation ever arose where I required additional support in resolving conflicts/dilemmas, there are numerous sources at my disposal. I.e. Work Colleagues – who may have had to deal with a similar situation & can provide me with advice & support that I require. Policies & Procedures – my employers have strict guidelines which can be found in the policies & procedures handbook. If I am ever unsure of how to deal with conflicts/dilemmas I can refer to this handbook. Trade Union – they are experienced in dealing with conflicts/dilemmas & can easily provide information or support on dealing with various conflicts/dilemmas. Training – my job role requires regular & consistent training in all aspects of  my role, including having to deal with conflicts/dilemmas. This means I can refer to my handouts & notes given to me during my training. Management – any serious conflicts/dilemmas that I cannot resolve I can immediately contact my organiser or higher management who can then support & advise me on the correct course of action to take. Know how to respond to complaints Describe how to respond to complaints. I would respond to any complaint an individual had by firstly, sitting down with them & asking what the complaint is. If the complaint was of a minor nature & something I could resolve without support, I would ask the individual if they would like me to do so. If the complaint was of a more serious nature & of greater concern that may require further investigation, I would show the individual the complaints procedure located in their red folder which is in all the service user’s homes. I would then ask the individual if they would like me to read it to them & ask the individual if they understand. I would then show them the complaints form & ask if they need assistance to complete it. I would have to inform my manager of all the information relating to the complaint. Explain the main points of agreed procedures for handling complaints. Ensure the individual understands how to use the complaints procedure – this would involve asking the individual whether they understood how to use the complaints procedure. If their response was no I would advise & refer them to their red folder. Explain to the individual how the procedure works & when they could expect a response. This involves providing the individual with a time scale on when action will be taken e.g. an initial response to the complaint should be received within three days, then anything up to 28 days for resolution to the complaint; if the complaint is of a more serious nature a formal investigation may be required which will take from 3 – 6 months in total; there may be an informal stage where consultation with the complainant can resolve the complaint fairly quickly. Take the individuals complaint seriously, listen to their complaint, be polite & respectful. This involves; focusing on the individual (making eye contact); do not be judgmental; assure individual complaint will be reported immediately. Offer assistance if the individual requires help filling out the complaints form,  e.g. where the complaints forms can be obtained; they may not understand how the form should be filled in correctly; the individual may not be able to read or write, could be blind, or have very poor English language skills Report the complaint to my organiser. Some complaints are of a very minor nature & can be dealt with effectively there & then, but should still be logged & reported to my manager. For those complaints that are more complicated or serious, my manager or next available senior needs to be made aware of the complaint as soon as possible so that the necessary steps can be taken quickly & efficiently, satisfying the needs & expectations of the complainant. Unit 2 – SHC33 SHC33.1.1 – Explain what is meant by Diversity. Diversity means mixture, variety, difference, be it in whatever way, shape or form. The concept of diversity encompasses acceptance & respect. It means understanding that each individual is unique & recognising our individual differences. These differences can range from, race, ethnicity, gender, sexual orientation, socio-economic status, age, physical ability, religious belief, political belief & many more. Diversity is positive & should be respected, valued & nurtured, because nobody is completely the same as anyone else. Telling them that being different from everybody else makes us all unique & that we must value this diversity & difference that surrounds us, in order to work together to make our society a positive place to live. SHC33.1.1 – Explain what is meant by Equality. Equality means everybody receiving the same privileges, opportunities & respect as everybody else regardless of their shape, colour or beliefs. Equality states that because we are all human, then we must all be equal. Equality is about fostering & promoting the right to be different, to be free from discrimination & to have choice & dignity & the right to be valued as an individual. SHC33.1.1 – Explain what is meant by Inclusion. The term inclusion is seen as a universal human right & aims at embracing  all people, irrespective of race, gender, age, disability, medical or any other need. It is about providing everyone with equal opportunities, choice & access & getting rid of discrimination & intolerance. SHC33.1.2 – Describe the potential effects of discrimination. A prejudice is an attitude or way of thinking based on an unfounded, unreasonable pre-judgement of an individual, particular group of people or situation, rather than on a factual assessment. Prejudices can be positive or negative. If we are positively prejudiced towards someone, we think well of them. On the other hand, if we are negatively prejudiced against someone, we tolerate them less. In the main, negative prejudices develop against people who are different in some way. Discrimination happens when we act out our negative prejudices. Discriminatory behaviour results in unfair, unjust treatment. The people most likely to be discriminated against are those who are different in respect of their: _ Age. Age discrimination, or ageism, isn’t only targeted at elderly people – youngsters can also be on the receiving end of bullying, harassment and undeserved criticism. Sex. Men and women continue to be treated unfairly in certain walks of life, in particular in the workplace. Discrimination based on sex is known as sexism. _ Nationality, ethnic background, religion. Some people consider themselves superior to those from different backgrounds and faiths. Victimisation, bullying and harassment of people for such reasons is known as racism. Ability. Barriers that prevent disabled people from accessing the same opportunities as able-bodied people and the ignorant acting out of negative prejudices against physically or intellectually disabled people , for example through name-calling and damage of their property, is known as disablism. Size. Some of us are guilty of judging people by their size and treating them unfairly as a result. This behaviour is known as sizeism. Financial status. Discrimination against people on the grounds of their income, for example treating people living in poverty as inferior, is known as povertyism. There are two forms of discrimination, direct and indirect. Direct discrimination occurs when someone is intentionally treated unfairly, for example harassment on the basis of skin colour or religion. Indirect discrimination occurs when rules or guidelines meant to apply to everyone unintentionally affect one group of people more than others. For example, a company policy requiring everyone to work night shifts indirectly  discriminates against single parents or people who care for elderly relatives, and menus that fail to offer a selection of food indirectly discriminates against people with specific dietary needs or preferences. SHC33.1.3 – Explain how inclusive practice promotes equality & supports diversity.Inclusive practice is about the attitudes, approaches and strategies taken to ensure that people are not excluded or isolated. It means supporting diversity by accepting and welcoming people’s differences, and promoting equality by ensuring equal opportunities for all. Inclusive practice is best practise. Health and social care workers demonstrate inclusive practice by working in ways that recognise, respect, value and make the most of all aspects of diversity. Having a sound awareness of and responding sensitively to an individual’s diverse needs supports them in developing a sense of belonging, wellbeing and confidence in their identity and abilities. And it helps them to achieve their potential and take their rightful place in society. In addition, inclusive practice involves having an understanding of the disastrous impact that discrimination, inequality and social exclusion can have on an individual’s physical and mental health. Having such an understanding ensures appropriate, personalised care and support, thereby enabling an individual to develop self respect and maintain a valued role in society. Because people who fail to support diversity or promote equality are usually entirely unaware of their attitudes and the impact of their behaviour, inclusive practice involves reflecting on and challenging ones own prejudices, behaviours and work practices. It also involves challenging those of colleagues and other service providers, with a view to adapting ways of thinking and working and to changing services to build on good practice and to better support diversity and promote equality. Discrimination is an injustice and has devastating effects. The UK has in place numerous pieces of legislation (laws), rules, regulations, guidance documents and statutory codes of practice, all of which are intended to promote diversity, ensure equality and end discrimination. In other words they are in place to promote everyo ne’s right to fair and equal treatment, regardless of their differences. SHC33.2.1 – Explain how legislation & codes of practice relating to equality, diversity & discrimination apply to own work role.In England and Wales, the General Social Care Council (GSCC) is responsible for ensuring that standards within the social care  sector are of the highest quality. It has developed Codes of Practice for all care workers that include information on how to protect and promote the rights of individuals using the service. The Codes of Practice provide a guide to best practice and set out the standards of conduct that workers are expected to meet. The General Social Care Council (GSCC) Codes of Practice for Social Care Workers and Employers directs social care workers to treat each person as an individual; respect and, where appropriate, promote their individual views and wishes; and support their right to control their lives and make informed choices. Whilst a health or care worker might not agree with the beliefs and values of the people they work with, nor share their preferences, inclusive work practice involves respecting and promoting: The right to freedom of thought and religion i.e. their beliefs The right to freedom to express their beliefs as they wish The right to freedom of conscience i.e. to personal values and a sense of right and wrong Respecting, promoting and responding to personal preferences. SHC33.3.3 – Describe how to challenge discrimination in a way that promotes change. Talking to people about discrimination does not ensure that they will change their mindset and, as a consequence, their behaviour. Similarly, the existence of legislation, policies and procedures and Codes of Practice does not guarantee that people using services receive fair treatment and that their rights are upheld. If attitudes and behaviours are to change, discrimination needs to be challenged effectively. Another tried and tested method of challenging workplace discrimination and making change happen is by analysing the reasons why a worker behaves in a discriminatory way. Informal discussions, during a coffee break or as part of a training session, provide useful opportunities to reflect on the dire effects of discrimination. Most people using health and care services are liable to have experienced discrimination at some time or another. Indeed, their experience of discrimination may be the reason they are in need of care now. Talking through these issues, especially with people who have been victims of discrimination, and imagining how it must feel to experience unfair, unjust treatment, can have powerful effects on thinking and behaviour. There is no definite way to challenge inappropriate behaviour and no doubt you  will find your own approach to challenging effectively. The following may be useful to consider. Don’t punish or blame – say what is better. Understand your audience. Think about your role in the situation and consider this in your approach. State your position: ‘That’s disrespectful; we don’t talk about people/children like that.’ Understand the situation. Do you challenge there and then, or quietly at a later date? What will bemost effective for the person involved/for those witnessing the incident?

African American: an Identity Crisis Essay

For centuries African Americans have been indoctrinated to subsist in a cultural and historical vacuum by their oppressors who would seek to bar them from ever making the connection to their illuminating past. This systematic agenda of mis-education and lies by omission has made possible the subjugation and enslavement, in body and mind, of the African American by his oppressors. In his essay â€Å"The Study of the Negro,† Dr. Carter G. Woodson sets out to ruminate on why the African American has been misled in his ascension to human equality and dignity and how he can remedy the dismal state of his affairs. A thorough reading of Woodson’s pioneering work indicates that we should study the experiences of African-descended people to gain knowledge about ourselves and other cultures as well as to take back accurate traditions and histories that have all but been discredited or misrepresented. Furthermore, only through this systematic study of their meaningful contributions to history can African Americans elevate themselves to empowered enlightenment. One reason to study the experiences of the African American is to instill in him a sense of purpose and place in a world that otherwise intends to keep him perpetually in the dark. Undoubtedly the aim of his oppressors has been to convince him that his history is unimportant so as to deprive him of the sense of pride that is so necessary to feel wholly human. By espousing that â€Å"he has no worthwile past, that his race has done nothing significant since the beginning of time, and that there is no evidence that he will ever achieve anything great† (Woodson 6), his oppressors can be sure that the African American will continue down the path of mis-education that so allows for his subservience to a system that cares nothing for him. However, â€Å"if you teach the Negro that he has accomplished as much good as any other race he will aspire to equality and justice without regard to race. † (Woodson 6) The core purpose of African American studies is to take back from obscurity that piece of the historical puzzle without which the African American would be amidst an endless identity crisis. By studying the origin of his people, the African American, who â€Å"has not yet learned to think and plan for himself as others do for themselves† (Woodson 7), can take control of his own destiny rather than taking as truth â€Å"an abundance of information which others have made accessible to the oppressed. † (Woodson 7). The culture of indoctrination cultivated by the oppressor would have that â€Å"the Negro should cease to remember that he was once held a slave, that he has been oppressed, and even that he is a Negro. † (Woodson 7) Thus, it is plain to see that the African American’s oppressors have too much to lose by promoting the truth. Indeed, it would require them to admit their transgressions and to concede the countless meaningful contributions made by the African American to modern society. Without â€Å"a serious examination of the fundamentals of education, religion, literature, and philosophy as they have been expounded to him† (Woodson 7) by his oppressors, the â€Å"Negro joins the opposition with the objection that the study of the Negro keeps alive questions which should be forgotten. † (Woodson 7) Perhaps the most essential lesson to be learned from an effective, systematic study of African American history is that the contributions made by African Americans are far more numerous than any oppressor could ever know. It is with a pig-headed pride that they conceal the fact that â€Å"the history of the modern world was made, in the main, by what was taken from African people. † (Clarke) Without knowledge such as this, it would be impossible for the African American to take pride in himself and to seek the true identity he has been in search of for centuries. â€Å"A race is like a man. Until it uses its own talents, takes pride in its own history, and loves its own memories, it can never fulfill itself completely. † (Clarke) African American studies can help in understanding other cultures as well as our own by challenging and correcting the misrepresentations of Africa and Western Europe and their cultural legacies. What has been laid aground as history by the oppressor does not serve to benefit the African American but instead to keep him dependent on a system rife with underlying prejudice against his people. History is written in the image of the writer so, consequently, the African American must take up the reins of authorship himself and guide his own destiny. That is precisely why we should study the African American experience, to produce a platform on which he can take back what is innately his. After all, to be cognizant of where one is going, it is necessary to be aware of where one has been.

Operation Management Assignment-CDS - 1724 Words

Operation Management Assignment Liu Zhenya(Harry) 2014.2.26 Words[1724]Question1: Why is operations management important in this company ?Operations management refers to the administration of business practices to create the highest level of efficiency possible within an organization. Operations management is concerned with converting materials and labor into goods and services as efficiently as possible to maximize the profit of an organization (Stevenson, W. J., amp; Hojati, M., 2007). The operations function comprises a significant percentage of the employees and physical assets in most organizations. Operations managers are concerned with each step in providing a product or service. They determine what should go into an operating†¦show more content†¦The products are low repetition with high unit costs due to the SKU are with large numbers, but the only unit sales volume is not very high. The old fashioned products are usually replaced by a new version in pretty short time. Concept products are less systemization compared with Fo cus products. Focus products focus on a small handful of customers with large size of each order. Variety: CDS has an excellent new product development process. It usually takes around three months to get a new mould, which then has to be tested. For the help of bonus payment, they have good output and excellent productivity. The products are flexible according to the market condition and customer needs. Concept products and the whole design, manufacture, sales, distribution process is rather complex. The new product development department receive detailed drawings of the new products from the Design Office managed by Marketing department, which shows CDS pay much attention to match customer needs. For doing the whole things above, the unit cost of CDS product is high. Variation: For Focus products , the vast majority of deliveries are to a small handful of customers. The size of each order is usually very large, with deliveries usually to customers own depots, which means the variation is stable, predictable. While for the more profitable Concept products, they are much more seasonal soShow MoreRelatedManaging Business Assignment992 Words   |  4 PagesAppreciate the different management theory and practice from the era of scientific management to contingency theory. Demonstrate knowledge of the underlying concepts and principles related to entrepreneurial and management activities. Deliverables This assignment represents 30% of the total INCOURSE marks for this module. The deliverables: A report of 1,000 words. You should state the number of words used on the cover of the assignment. 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