Overview of the Business School Application Process

Overview of the Business School Application Process Business School Applications Defined A business school application is a general term used to describe the application (admissions) process that most business schools use when deciding which students they will admit into a program and which students they will reject.   Components of a business school application vary depending on the school and the level at which you are applying. For example, a selective school may require more application components than a less-selective school. The typical components of a business school application include: Official transcriptsStandardized test scoresRecommendation lettersApplication essays When applying to business school, you will find that the admissions process can be rather extensive. Most of the top business schools are very selective and will look at a variety of factors to determine whether or not you fit with their program. Before you are placed under their microscope, you will want to make sure that you are as prepared as you can possibly be. The rest of this article will focus on business school applications at the graduate level. When to Apply to Business School Begin by applying to your school of choice as soon as possible. Most business schools have either two or three application deadlines/rounds. Applying in the first round will increase your chances of acceptance, because there are more empty spots available. By the time the third round has commenced, many students have already been accepted, which lessens your chances considerably. Read more: MBA Application TimelineRound Admissions StrategyRound Admissions vs Rolling AdmissionsTips for Round Two Applicants Transcripts and Grade Point Average When a business school looks at your transcripts, they are essentially evaluating the courses you took and the grades you achieved. An applicants grade point average (GPA) can be evaluated many different ways depending upon the school. The median GPA for applicants admitted into top business schools is approximately 3.5. If your GPA is less than that, it doesnt mean that you will be excluded from the school of your choice, it simply means that the rest of your application should make up for it. Once you get the grades, youre stuck with them. Make the best of what you have.  Read more: The Role of GPA in Grad School AdmissionsRaise a Bad GPA After the Fact Standardized Tests The GMAT (Graduate Management Admission Test) is a standardized exam used by graduate business schools to assess how well students are likely to do in an MBA program. The GMAT exam measures basic verbal, mathematical, and analytical writing skills. GMAT scores range from 200 to 800. The majority of test takers score between 400 and 600. The median score for applicants admitted into top schools is 700.  Read more: Taking the GMATHow Important is Your GMAT ScoreWhen to Retake the GMAT Recommendation Letters Recommendation letters are an essential part of most business school applications. Many business schools require at least two letters of recommendation (if not three). If you want to truly enhance your application, recommendation letters should be written by someone who knows you very well. A supervisor or an undergraduate professor are common choices.  Read more: Recommendations That Work for Business School Applicants10 Sample Recommendation LettersRecommendation Letters FAQ Business School Application Essays When applying to business school, you may write as many as seven application essays ranging between 2,000 and 4,000 words. Essays are your opportunity to convince your school of choice that you are the right pick for their program.  Writing an application essay is no easy feat. It takes time and hard work, but it’s well worth the effort. A good essay will compliment your application and set you apart from other applicants.  Read more: Seven Tips for a Better Application Essay Admissions Interviews Interview procedures vary depending on the business school you are applying to. In some cases, all applicants are required to interview. In other cases, applicants are only allowed to interview by invitation only.  Preparing for your interview is just as important as preparing for the GMAT. A good interview will not guarantee your acceptance, but a bad interview will surely spell disaster.  Read more: Common Interview QuestionsInterview Dos and Donts

A Case Study On Brand Equity Marketing Essay

A Case Study On Brand Equity Marketing Essay Brand equity can be viewed both as an intangible or tangible asset and or liability. The tangible being the monetary value of a brand and best viewed as the amount of additional income expected from a branded product over and above what might be expected from an identical, but unbranded product. To best illustrate this point would be a supermarket, they frequently sell unbranded versions of name brand products. The branded and unbranded products are produced by the same companies, but they carry a generic brand or store brand label like No Name or Home brand. Store brands sell for significantly less than their name brand counterparts, even when the contents are identical. This price difference is the monetary value of the brand name. However, according to (Aaker,1996) the most important assets of any business are intangible: its company name, brand, symbols, and slogans, and their underlying associations, perceived quality, name awareness, customer base, and proprietary resources su ch as patents, trademarks, and channel relationships. The intangible value associated with a product that can not be accounted for by price or features is illustrated by globally renowned company Nike. I has created many intangible benefits for their athletic products by associating them with star athletes. Children and adults want to wear Nike’s products to feel some association with these star athletes (â€Å"be like Mike.† ) The marketing image that has been created for Nike is the driving force of the demand for the products rather than the physical features. Buyers are willing to pay extremely high price premiums over lesser known brands which may offer the same, or better, product quality and features. Ideally brand equity is a set of assets (and liabilities) linked to a brand’s name and symbol that adds to (or subtracts from) the value provided by a product or service to a firm and/or that firm’s customers.(Aaker,1996) These assets, which comprise brand equity, are a primary source of competitive advantage and future earnings. (Aaker, 1996) The overall description of Brand Equity incorporates the ability to provide added value to company’s products and services. This added value can be an advantage to charge price premiums, lower marketing costs and offer greater opportunities for customer purchase The assets/ advantages of brand equity: Allows you to charge a price premium compared to competitors with less brand equity. Strong brand names simplify the decision process for low-cost and non-essential products. Brand name can give comfort to buyers unsure of their decision by reducing their perceived risk. Maintain higher awareness of your products. Use as leverage when introducing new products. Often interpreted as an indicator of quality. High Brand Equity makes sure your products are included in most consumers consideration set. Your brand can be linked to a quality image that buyers want to be associated with. Offer a strong defense against new products and new competitors. Can lead to higher rates of product trial and repeat purchasing due to buyers’ awareness of your brand, approval of its image/reputation and trust in its quality.

Country Comparisons Assignment Example | Topics and Well Written Essays - 500 words

Country Comparisons - Assignment Example The GDP (purchasing power parity) of U.S.A in Billion $ is 14660 while that of Japan is 4310 in the same currency. These statistics are for the year 2008. Both countries are industrialized; however, Japan’s government seems to have a smaller population to plan for as compared to the U.S.A. The GDP growth rate of Japan is 3.9% and that of U.S.A is 2.8%. This may be due to the smaller population that Japan has to plan for (Indexmundi, 2011). India is one of the most densely populated countries; however, with a population of 1,189,172,864, this is slightly lower than the population of China which stands at 1,336,717,952. India’s population grows at a higher rate 1.34 percent, as compared to China’s 0.49 percent. Still considering the two countries on the aspect of economy, India posts a GDP of 4,060 in Billion $, on the other hand, China has a GDP of 10, 090. However, both countries GDP grows at an almost similar rate with India having a GDP growth rate of 10.4% and China 10.3%. This is probably due to the two countries differences in GDP (Indexmundi, 2011). Another country that is in focus is Saudi Arabia which has a population of 26,131,704 people. This population grows at the rate of 1.54 percent which is the highest compared to that of the United States, Japan, China and India. The GDP of Saudi Arabia in the year 2008 was 622 Billion $, signifying a growth rate of 3.7 percent (Indexmundi, 2011). Mexico, a country neighboring the United States has a population of 113,724,224 which grows at the rate of 1.1 percent. Looking at the economy of the country, it has a Gross Domestic Product of 1,567 in Billion Dollars; the countries’ economy grows at the rate of 5.5 percent, which is the highest of all the countries discussed (Indexmundi, 2011). Despite the fact that Japan has a lower GDP compared to the United States, its economy is growing at a faster rate than the United States, with 3.9

About myself Essay Example | Topics and Well Written Essays - 250 words

About myself - Essay Example I came all the way from this land to the U.S. in the belief that exploring knowledge via other places away from home is vital to life and in pursuit of English studies as well. Prior to migrating in America, I spent all my early school days in Brazil. I had already taken several interesting courses in college which includes subjects in Math, Health, Psychology, Comp, and CPR. Currently, I am enrolled in History, Chemistry, College Algebra, and the last Comp III. I believe that History is an essential part of the curriculum in order for the class, especially for foreign students like me, to acquire a necessary understanding of the U.S. culture. By taking History, I expect to learn about the period when the Americans fought for their independence against British invasion and matters concerning civil rights movements. Furthermore, I wish to find out how American societies were formed during the 19th century and the manners by which men and women expressed their fashion and attitude at that point in time. Much as I expect ease of comprehension in learning the history of the U.S., I look forward to being able to pass each given test, participate well, and share my views in class to yield a remarkable grade at the end of the

Dunkin donuts corporation Assignment Example | Topics and Well Written Essays - 500 words

Dunkin donuts corporation - Assignment Example Dunkin’ Donuts competes with Starbucks in coffee sales and Krispy Kreme in donut sales. This paper takes a closer look at Dunkin’ Donuts with regards to its competitors, strategic group map and its position in the market. The list of restaurants in the coffee and donut industry is incredibly long. According to hoovers, a D&B Company reports, the top competitors of Dunkin’ Donuts are Starbucks Corporation in coffee, Krispy Kremeand Dairy Queen in donuts and ice cream and McDonald in limited-service restaurant. In 2005 Starbuck had a 43% market share in gourmet coffee while Dunkin’ Donut had 27% followed by Krispy Kreme with 5% share (Dunkin’ Donuts, 7). In the same report, Dunkin’ Donuts was ranked the leading Donut and ice cream chain with a market share of 28.5% followed by Tim Horton’s with 27% and Dairy Queen with a 20.2% market share. Although Dunkin’ Donuts deals in donuts and other baked products, the product that brings the company a relatively bigger profit is the varieties of coffee drinks they serve. It sells approximately 1 billion cups of coffee in a year (Dunkin’ Brands Corporation, n.pg).This credits Dunkin’ donutsas one of the three java giants the other two being Starbucks and McDonald. Dunkin’ Donuts has the number one share of coffee beverages, donut, bagel, and muffin servings. In addition, it managed to have the second share in breakfast and quick service restaurants and is recognized as first in customer loyalty in the coffee category for the last eight years in business. Furthermore, it was ranked tenth in 2012 franchise 500 in fast food survey of quick refreshment chains. Strategic group map mechanism has enabled Dunkin’ Donuts to understand its competitors and look for its position in the market. There are a number of strategies that have been introduced by Strategic group map mechanism. The first strategy was coming up with friendly prices of its products. Its products are affordable and cheaper

A Case Study Of People With Disabilities Social Work Essay

A Case Study Of People With Disabilities Social Work Essay This case study is in relation to a 19 year old adult, Shaku who suffers from learning disability. Shakus heritage is East African/ Punjabi and both her parents are people who work full time. Shaku lives with her parents, bothers, sister and grand mother. The family of Shaku is not a devoted Muslim family but it has been observed that they value their traditions. Regarding Shakus learning disability, her speech is impaired and she is physically disabled and requires assistance with personal care tasks. Although she is disabled, but she is like a normal girl in many ways, who loves fashionable cloths, loves to watch movies and misses her friends from school. Shaku has a speech and language therapist, Jean who is working with her with computerized assistive technology. A learning disability affects the way someone learns, communicates or does some everyday things. Someone has a learning disability all through his or her life. There are many different types of learning disability. They can be mild, moderate or severe. Some people with a mild learning disability do not need a lot of support in their lives. But other people may need support with all sorts of things, like getting dressed, going shopping, or filling out forms. Some people with a learning disability also have a physical disability. This can mean they need a lot of mental and physical support 24 hours a day. Shaku has been attending a local authority ran day centre, Hopefield Road Resource Centre for people with learning disabilities three times a week for the last 12 months. In addition to this she has a care agency, Helpful hands visiting at home three times a day, for one and a half hours at a time to help her with simple everyday tasks. Shaku is getting more and more frustrated and angry everyday. There are many reasons for her verbally abusive out bursts. After interviewing her, this is what I came to know about her family back ground and the way things are going for Shaku. Shaku feels she is a burden on her parents, as both of them are working parents; they do not have the time to look after her. This also frustrated Shaku as she needs more time from people who love her and are close to her. Shaku does get some amount of support from her grandmother but that is not enough as she can not openly communicate with her in Punjabi. Shaku feels uncomfortable being left up to others. Even though she can not perform everyday tasks by herself, she still finds this inconvenient. For example, she does not like to go to bed early. Shaku is disturbed by the thought of the centre closing because then she would not have any activities to do. Although Shaku portrays a friendly attitude towards Kerry, she is not comfortable with her presence and is somewhat feeling being abused. Another important issue in Shakus life is about what will happen to her in future. She is unsure and uncertain. Her parents plan on marrying her, to which she does not give a favourable response. Explain the likely policy and legislative framework which underpins the scenario as it is and that may assist this situation. Discuss the likely impact, usefulness and limitations of such policy and legislative framework. à ¢Ã¢â€š ¬Ã‚ ¢ people with learning disabilities are citizens first and foremost, and public services, together with the private sector, need to respond appropriately. This means that the responsibility to ensure that all people can enter the workforce is a communitybased responsibility not one simply for health and social care; à ¢Ã¢â€š ¬Ã‚ ¢ effective person-centred planning is critical, as it ensures services fit the needs of the individual, rather than fitting people into what is available; à ¢Ã¢â€š ¬Ã‚ ¢ recognising the importance of employment whilst still at school is critical. Ensuring effective individualised transition planning and implementation from education to employment could have a dramatic and long lasting effect on the life experiences of this group and other services; Under the NHS and Community Care Act 1990 Section 47(1) Shaku is eligible for an assessment of need for community care services. Furthermore, according to The NHS and Community Care Act 1990 Section 47(2) Shaku has additional rights that are defined in this act because she suffers from learning and physical disabilities. Under Section 4 of the Disabled Persons (Services and Consultation and Representation) Act 1986, local authorities will need to come to a decision regarding the services that are necessary to be provided to Shaku. The Carers and Disabled Childrens Act 2000 gives carers the right to ask for an assessment of their own needs to help them to continue to care, irrespective of whether the person they are caring for has had or is having their own needs assessment. The assessment is available to any carer who provides or is intending to provide regular and substantial care. The Carers and Disabled Act 2000 also allows, Social Service Departments to provide services directly to carers. The Disability Discrimination Act 1995 (DDA) also applied to Shaku as she has a disability of both physical and mental impairment. As this law states, Shaku will have access to reasonable adjustment to fight with her disability. Shaku is encouraged to take part in public life as this Act has changed the law and extended the rights of disabled people in relation to using transport services, joining private clubs, strengthens rights in the areas of renting premises and discriminatory job advertisements. People like Shaku will receive full support from public bodies and will feel confidence in mingling with the public. Shaku is a Vulnerable Adult, according to the definition of No Secrets A person aged 18 years or over who is or maybe in need of community care services by reason of mental or other disability, age or illness. The Sexual Offences Act 1956 gives Shaku the protection and rights as any other girl. She has rights to: a) To have and enjoy a fulfilling personal relationship; b) The right to express sexual need in an appropriate way if they wish to; c) To privacy; d) To be sexually active; e) To have sexual education, including counselling on personal relationships, sex and sexuality, HIV and other sexually transmitted diseases; f) To contraceptive advice and support services; g) To marry or cohabit; h) To make an informed choice about whether or not to have children; i) To be free from exploitation, abuse and degrading treatment; In Shakus case, Kerry is not having a sexual relationship with her but she is being abused to the extent of calling names and touching parts of the body. Section 128 of the Mental Health Act 1959,states that it is an offence for a male member of staff or manager of a hospital or mental nursing home to have unlawful sexual intercourse with a woman who is for the time being receiving treatment for mental disorder or is an out patient at the hospital or home. It is also an offence for a guardian to have unlawful sexual intercourse with a person in his custody/care (Mental Health Act 1948) or in Part 111 accommodation (National Assistance Act 1948). The Sexual Offences Act 1967 also makes it an offence for a male member of staff to commit acts of gross indecency on male patients. All prosecutions require the Director of Public Prosecutions consent. According to the Human Rights Act, rights of people with learning disabilities are the same as of their fellow citizens. In March 2008 the Joint Committee on Human Right declared that the HRA provides a legal framework for service providers to abide by, and for service users to demand that they are treated with respect for their dignity. According to the Human Rights Act, Shaku has the right to marry or refuse at her own free will. Shaku is over 18 years old and if she understands the nature of the marriage, she can get married without her parents consent. Otherwise, she would have to have permission of her parents. The Mental Capacity Act 2005 (the Act) provides the legal framework for acting and making decisions on behalf of Shaku as she lacks the mental capacity to make particular decisions for herself. The person that makes the decision for Shaku will have to adhere with this Act. The five statutory principles are: 1. A person must be assumed to have capacity unless it is established that they lack capacity. 2. A person is not to be treated as unable to make a decision unless all practicable steps to help him to do so have been taken without success. 3. A person is not to be treated as unable to make a decision merely because he makes an unwise decision. 4. An act done, or decision made, under this Act for or on behalf of a person who lacks capacity must be done, or made, in his best interests. 5. Before the act is done, or the decision is made, regard must be had to whether the purpose for which it is needed can be as effectively achieved in a way that is less restrictive of the persons rights and freedom of action. The deputy should keep a few things in mind when making decisions; they should only make those decisions they are authorized by the court. They should let the person make the decisions whenever they can, always put they persons best interests first. The Disability Discrimination Act 1995 banned the ill treatment of disabled people. The Disability Discrimination Act 2005 and the Disability Equality Duty Act promotes disability equality, takes steps to eradicate discrimination and harassment. These laws make the world an easier place to live in for Shaku. Shaku comes from a minority ethnic background which is why she is subject to discrimination and needs a high level of support. According to the Learning Disability Task Force; people belonging from minority ethnic groups experience poverty, racism, discrimination in employment, education, health and social services. There are a few services which adhere to hold sufficient skills which are needed to work with people with learning disabilities from minority ethnic communities. To prtoct people suffereing from learning disabilities Government departments and local statutory providers are expected to act in accordance with the Race Relations (Amendment) Act 2000.  [1]   As mentioned in the Department of Health document; Valuing People Now, a strategy has been set out where all the basic rights in relation to health, inclusion in all the aspects of community, housing education, work, having a family, advocacy, transport, leisure services and social activities, safety in the community and at home, access to justice rights of people with learning disabilities. According to the Governments White Paper Valuing People: A New Strategy for Learning Disability for the 21st Century Shaku has the rights to be educated and have access to employment opportunities. Having an education and earning forherself can make Shaku more independent and confident about her self as time goes by and even diminish the disabilities she has. From these benefits she can also achieve inclusion and visibility in the community. The Working Group research shows the objectives of people with learning disabilities are not different from those of the 6.9 million disabled people of working age in Great Britain. The Working Group also possesses evidence unemployment is damaging to both mental and physical health. Under the Government policy, Shaku is eligible for higher education rights. She can access vocational educational training courses. To get Shaku ready for employment, Entry to Employment (E2E) is a flexible work-based learning programme established across England. E2E concentrates many concerns about the accessibility of work towards young people with learning disabilities. It is an entry/level 1 programme which is proposed to help young people to conquer obstacles that confine their advancement to higher levels. Each programme covers three core areas; basic and key skills, vocational development, and personal and social development. Part C Recommendations Discuss the social work interventions which would be required in this scenario: what would you need to do and how you would approach the scenario? Critically evaluate different options you could consider. First of all, Shaku and her problems need to be understood properly. Everything that is to be done should be in the best interests of Shaku. Better communication methods than speech need to be used when communicating with Shaku, such as pictures, simple text, tapes and videos. When communicating with Shaku, she should be addressed directly giving her a self of confidence in herself and being patient with her whenever needed. Shakus family will be included in her care up to the extent which is comfortable for them with their daily life routine. Shakus family would be trained to help them understand interpret and manage situations that Shaku finds challenging. Shaku should have access to a community service for people with learning disabilities. Small-scale alternative day services provide supported employment or innovative leisure or educational pursuits. A range of Occupational Therapy models will be used to gather relevant information about the individual and to help plan appropriate treatment and intervention. The model of Human Occupation The basis of this model has three elements:- o Volition o Habituation o Performance Capacity Volition refers to the process by which persons are motivated toward and choose what they do. Habituation analyses the persons habits and routines. Performance Capacity analyses the persons mental, physical sensory capabilities Volition, habituation, performance capacity and environmental conditions always resonate together, creating conditions out of which our thoughts, feelings and behaviour emerge (Kielhofner 2004). The model is very useful and can be applied to both very able and less able individuals. It guides us to ask the right clinical questions in order to build a picture with the person, of their life and what they can and want to achieve The Sensory Integration Model This model addresses problems of sensory organisation in the brain. A number of people with learning disabilities have a problem processing sensory information which impacts on their ability to do everyday tasks. By process of assessment and specially designed programmes Occupational Therapists help to adapt the persons responses to sensory information in order for them to become more adaptive in their ability to interact with their environment. The Canadian Model of Operation The theoretical basis of CMOP focuses on the dynamic relationship between the Person spirituality, cognitive, affective and physical Occupation self care, leisure and productivity Environment physical, institutional, cultural, social The person is connected to the environment, and occupation occurs as a result of the interaction between the person and their environment. Another component to the model is Spirituality which is at the core of a person, is influenced by the environment and gives meaning to occupation. There are two main areas of focus in this model: Occupational performance i.e. the result of the interaction between a person, their environment and occupation .â‚ ¬Ã‚  Client-centred practice i.e. the collaboration and partnership formed in the therapeutic process. As Shakus therapies are taking place, Shaku has the issue of marriage she is not comfortable with. As a social worker I would be thinking about what Shaku wants and what her best interests are in. Shakus parents may want the best for her in their opinion by an arrange marriage. Even before anything like this takes place, Shaku should be given knowledge about all the aspects of marriage and the relation ship. In Shakus condition, it will take a considerable amount of time for her to understand everything properly; there is a need for Shakus parents to understand what her condition is and how much she can take in when it comes to issues like marriage. It should be made sure that Shakus parents do give her a considerable amount of time everyday as this can help a great deal in her recovery, If Shaku is to be married she needs to be educated in special programs for parents with learning disabilities. These programs will help Shaku and her parents understand the issues that affect parents who have learning disabilities, what kind of help is out there for parents with learning disabilities. Learning Disability Services An in-house care plan is needed for Shaku. The care plan will feature the information about her daily living, health, medication, personal care, likes, dislikes, wishes, choices and other aspects. The plan will be updated regularly to act in accordance with her changing needs and will be reviewed at an anuual basis. person centred planning is advised to be undertaken by Shaku and her family. This will help them to choose what ever is best suited for them. A care plan will be written down what Shaku transport, social, educational, health and other community-based services can be linked up. Contacting Social Care Direct will the first step towards getting a social care service. The Care Quality Commission (CQC), takes assessments and follow-up reviews on care homes and services throughout the UK. Their website lists all the assessments which can help Shaku and her family to choose the right care home and to locate one near their residence as well. | To make sure the needs of adults with a learning disability are met in the best way, health and social worker should work together. Shakus community learning disability nurse will fulfil common and special health needs which include challenging behaviour. Shakus Occupational therapy treatment programme will be designed based according to her exclusive life style, environment and choices. Clinical psychology provides evidence based assessment and intervention to individuals with a learning disability who may have a wide range of psychological problems, which are often complex and multiple. We undertake Cognitive Assessment, for example, to support service provision in relation to capacity issues. Music therapy is another communication tool which will be used for Shaku which will help her to express herself. The Physiotherapists provide assessment, advice and treatment to people with a musculo-skeletal problem associated to their learning disability, and any training their carers/famil y need to help them with this. Specifically, we support mobility, posture, eating and drinking and health living, including walking and exercise groups. As necessary, we liaise with other health professionals and non-health professionals in a variety of settings. Shaku experiences difficulty expressing her self verbally, she can be encouraged to communicate through art therapy which uses art materials. Speech and language therapists put emphasis on developing communication, which is vital to good health and social care. In co ordination with her speech therapist Jean, Shaku can also attend regular inclusive communication training courses. The dietician can counsel on healthy eating, special diets or assist with eating and drinking problems. Mental health problems are very common in people who suffer from a learning disability. The psychiatrist is responsible for assessment and treatment of mental health problems and challenging behaviour. Person centred planning is developed by Learning Disability Partnership Boards which is done according to the White Paper, Valuing People. Partnership boards help people with learning difficulties fulfil their desire to live an ordinary life through person centred planning. The following is taken from the meeting that was arranged with Shaku and sets out what she wants to do and the things she is not happy about. Shaku seems very unhappy with her life. She misses school and her friends there. She is bored at home and bored in the day centre. She is angry that she cannot come and go as she pleases either at home or in Hopefield and school was better at this. She says that she find it depressing that the centre is now closing and is scared about what this means. Will she be at home more? More bored? Helpful Hands are rubbish and the leisure activities are watching telly together or going for a walk and they arrive too late. Shaku says that she would really like to see her friends more. She says that she hadnt thought much about marriage. As Shaku experience learning disabilitied, sometimes she can not explain what she wants so she will need support to make decisions. The Framework for person centred planning for Shaku will need be discussed with her parents, her therapists and her social worker. The person centred planning implementation group will follow the action plan on a daily basis. Shakus family, friends and comuunity services like care management, health professionals, services ( organisations that provide services for people with learning disabilities). Mental Capacity Act 2005.PDF British Institute of Learning Disabilities. PDF ADULTS WITH A LEARNING DISABILITY INTERPERSONAL RELATIONSHIPS AND SEXUAL DEVELOPMENT. PDF Occupational Therapy Models and Learning Disability. PDF Safeguarding Adults Supporting the needs of parents with learning disabilities Making life better for people with a learning disability and people with mental health problems who live in Northern Ireland our lives, our choices Learning Disability Services, Wakefield Council, viewed 10 June, 2010 http://www.wakefield.gov.uk/HealthAndSocialCare/AdultsAndOlderPeople/LearningDisabilities/default.htm Choosing the Right Care, AboutLearningDisabilities, viewed, 9 June, 2010 http://www.aboutlearningdisabilities.co.uk/AboutOurSite.html Department of Health, Valuing People Now: a new three year strategy for people with learning Disabilities 2003, viewed 7 June, 2010 http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_093374.pdf Improving work opportunities for people with a learning disability 2006, Department of Health, viewed on June 6, 2010 www.dh.gov.uk/en/SocialCare/Deliveringadultsocialcare/Learningdisabilities/DH_4138204 Mansell, J (2010) Raising our sights: services for adults with profound intellectual and multiple disabilities available at http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/@ps/documents/digitalasset/dh_114347.pdf Rights, independence, choice and inclusion Learning Disability Task Force. Available at http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4074727.pdf VALuInG PEOPLE nOw: A nEw THREE-YEAR STRATEGY FOR PEOPLE wITH LEARnInG DISAbILITIES 2009, Department of Health http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_093372.pdf 3. There are some components that are essential for a good social care service. These include designing and delivering arrangements that are adapted to the individual persons requirements and choices. As in Shakus case, she is living with her family, the service should be family-centered, and a care plan which is prepared for her should be what is most suitable for her and her family.  [2]  

Not All is Cheerless, Dark and Deadly in Shakespeares King Lear Essay

Not All is Cheerless, Dark and Deadly in King Lear      Ã‚  Ã‚   'All's Cheerless, Dark and Deadly' Are Kent's Words a Fair Summary of The Tragedy of King Lear? Samuel Johnson asserted that the blinding of Gloucester was an 'act too horrid to be endured in a dramatic exhibition', and that he was 'too shocked' by the death of Cordelia to read the play again until he was given the task of editing it.1 Nor was Dr Johnson alone in finding himself unable to stomach the violence and apparent injustices that unfold in King Lear. The 18th century certainly found the play 'all cheerless' and preferred Nahum Tate's 1681 watered-down version of Shakespeare's original.    King Lear is a dark play, with the near triumph of the malcontent Edmund, the intense sufferings of Lear and Gloucester, and the seeming lack of justice at the piece's conclusion. Shakespeare locates his tragedy in an extreme and entropic universe that makes his audience uncomfortable, and indeed is supposed to. On its own, the sheer violence of Act III.7 bears witness to Kent's nihilistic utterance at the plays close. However, Lear's universe, as I have just stated, is one of extremes, and not merely negative ones. As A.C. Bradley notes:    There is in the world of King Lear the same abundance of extreme good as of extreme evil. It generates in profusion self-less devotion and unconquerable love.2    The play contains a cluster of characters that are unequivocally good. Kent, for instance, is a paradigm of devotion. In Act I.I he is publicly insulted and humiliated. In spite of Lear's threats, Kent remains determined to serve his master, even braving the storm to be near him. Cordelia too, is traduced and punished by Lear, and yet she is the... ... condemned to short lives - 'nor live so long'. Edgar's closing words are disturbingly equivocal. They allude to the antithesis constantly at work in the play   a mixture of hope and despair. Perhaps the couplet is ultimately nihilistic, and the play as a whole equally so. Redemption remains unattained. However, while I would agree that Kent's words that 'All's cheerless, dark and deadly' may be the overriding message of the tragedy, I do not believe that King Lear can be simply summed up in such a comment. To do such a thing would be to see the drama two-dimensionally   to ignore the world of polarities, of good as well as evil, which Shakespeare creates in which to hold his play.       Works Cited: 1 Johnson as Critic, ed. John Wain, Routledge & Kegan Paul 1973, pp. 216-217 2 A. C. Bradley, Shakespearian Tragedy, Macmillan 1908, pp. 304 -305    Not All is Cheerless, Dark and Deadly in Shakespeare's King Lear Essay Not All is Cheerless, Dark and Deadly in King Lear      Ã‚  Ã‚   'All's Cheerless, Dark and Deadly' Are Kent's Words a Fair Summary of The Tragedy of King Lear? Samuel Johnson asserted that the blinding of Gloucester was an 'act too horrid to be endured in a dramatic exhibition', and that he was 'too shocked' by the death of Cordelia to read the play again until he was given the task of editing it.1 Nor was Dr Johnson alone in finding himself unable to stomach the violence and apparent injustices that unfold in King Lear. The 18th century certainly found the play 'all cheerless' and preferred Nahum Tate's 1681 watered-down version of Shakespeare's original.    King Lear is a dark play, with the near triumph of the malcontent Edmund, the intense sufferings of Lear and Gloucester, and the seeming lack of justice at the piece's conclusion. Shakespeare locates his tragedy in an extreme and entropic universe that makes his audience uncomfortable, and indeed is supposed to. On its own, the sheer violence of Act III.7 bears witness to Kent's nihilistic utterance at the plays close. However, Lear's universe, as I have just stated, is one of extremes, and not merely negative ones. As A.C. Bradley notes:    There is in the world of King Lear the same abundance of extreme good as of extreme evil. It generates in profusion self-less devotion and unconquerable love.2    The play contains a cluster of characters that are unequivocally good. Kent, for instance, is a paradigm of devotion. In Act I.I he is publicly insulted and humiliated. In spite of Lear's threats, Kent remains determined to serve his master, even braving the storm to be near him. Cordelia too, is traduced and punished by Lear, and yet she is the... ... condemned to short lives - 'nor live so long'. Edgar's closing words are disturbingly equivocal. They allude to the antithesis constantly at work in the play   a mixture of hope and despair. Perhaps the couplet is ultimately nihilistic, and the play as a whole equally so. Redemption remains unattained. However, while I would agree that Kent's words that 'All's cheerless, dark and deadly' may be the overriding message of the tragedy, I do not believe that King Lear can be simply summed up in such a comment. To do such a thing would be to see the drama two-dimensionally   to ignore the world of polarities, of good as well as evil, which Shakespeare creates in which to hold his play.       Works Cited: 1 Johnson as Critic, ed. John Wain, Routledge & Kegan Paul 1973, pp. 216-217 2 A. C. Bradley, Shakespearian Tragedy, Macmillan 1908, pp. 304 -305