Friday, January 24, 2020
Reread the exchange between Charlotte and Elizabeth about marriage. How does this section of the novel provide a foundation for the novelÃ¢â¬â¢s central messages regarding marriage? In Jane AustenÃ¢â¬â¢s novel Ã¢â¬ËPride and PrejudiceÃ¢â¬â¢ one of the main themes through out is marriage. In the exchange between Elizabeth Bennett and her friend Charlotte Lucas in Chapter six two main views on marriage are bought to the forefront. Charlotte gives the view that marriage is more of a necessity so that women can have financial stability, whereas it is evident that Elizabeth believes marriage should be a union of two loving people and a lasting emotional situation. CharlotteÃ¢â¬â¢s view is that she will marry Collins because she needs to hold her situation financially and socially, and not because of any mutual feeling of love between them. She thinks that it is neither necessary nor beneficial to know some one well or to particularly like some one before you marry them. Ã¢â¬ËHappiness in marriage is entirely a matter of chanceÃ¢â¬â¢ says Charlotte. She then also says Ã¢â¬ËI should think she has a good a chance of happiness as if she were to be studying his character for a twelvemonthÃ¢â¬â¢. By saying this, she is implying that it doesnÃ¢â¬â¢t matter how well you know someone before you marry him or her, as it will make no difference to whether or not it is a happy marriage. Charlotte even goes a step further and states that people Ã¢â¬Ëalways continue to grow sufficiently unlike afterwards to have their share of vexationÃ¢â¬â¢ meaning that it might be worse to know someone well before marriage. This interpretation is affirmed when Charlotte says Ã¢â¬ËIt is better to know as little as possible of the defects of the person you are going to spend the rest of your life withÃ¢â¬â¢. The view that Charlotte puts forward in Chapter six was a common opinion held in the late 18th and early 19th century. Many women who were part of the middle classes were often not sent to school and so didnÃ¢â¬â¢t usually learn a skill that they could use to make a living. Consequently, as they were women and so were often not left much, if any, inheritance when their parents died, women found that they must marry in order to have money and to keep their place in society. Charlotte takes advantage of her situation to marry purely for money and not for love, this is what many women did and what society encouraged. ElizabethÃ¢â¬â¢s views are a contrast to CharlotteÃ¢â¬â¢s. Elizabeth believes that to have happiness in marriage there must be love.
Thursday, January 16, 2020
|Title |HSC 027 Contribute to health and safety in health and social care | |Level |2 | |Credit value |4 | |Learning outcomes |Assessment criteria | |The learner will: |The learner can: | |1. Understand own responsibilities, and the |1. 1 Identify legislation relating to general health and safety in a health or social | |responsibilities of others, relating to health and |care work setting | |safety in the work setting |1. 2 Describe the main points of the health and safety policies and procedures agreed | | |with the employer | | |1. Outline the main health and safety responsibilities of: | | |self | | |the employer or manager | | |others in the work setting | | |1. 4 Identify tasks relating to health and safety that should not be carried out | | |without special training | | |1. Explain how to access additional support and information relating to health and | | |safety | |2. Understand the use of risk assessments in |2. 1 Explain why it is important to assess health and safety hazards posed by the work | |relation to health and safety |setting or by particular activities | | |2. 2 Explain how and when to report potential health and safety risks that have been | | |identified | | |2. Explain how risk assessment can help address | | |dilemmas between rights and health and safety | | |concerns | |3. Understand procedures for responding to |3. 1 Describe different types of accidents and | |accidents and sudden illness |sudden illness that may occur in own work setting | | |3. 2 Outline the procedures to be followed if an | | |accident or sudden illness should occur | |4.Be able to reduce the spread of infection |Demonstrate the recommended method for hand washing | | |Demonstrate ways to ensure that own health and hygiene do not pose a risk to others at| | |work | |5. Be able to move and handle equipment and other|Identify legislation that relates to moving and handling | |objects safely |Explain principles for moving and handling equip ment and other objects safely | | |Move and handle equipment or other objects safely | |6.Know how to handle hazardous substances and |Identify hazardous substances and materials that may be found in the work setting | |materials |Describe safe practices for: | | |Storing hazardous substances | | |Using hazardous substances | | |Disposing of hazardous substances and | | |materials | |7.Understand how to promote fire safety in the |Describe practices that prevent fires from: | |work setting |starting | | |spreading | | |Outline emergency procedures to be followed in the event of a fire in the work setting| | |Explain the importance of maintaining clear evacuation routes at all times | |8. Be able to implement security measures in the |Use agreed ways of working for checking the identity of anyone requesting access to: | |work setting |Premises | | |Information | | |8. Implement measures to protect own security and the security of others in the | | |work setting | | |8. 3 Explain the importance of ensuring that others are aware of own whereabouts | |9. Know how to manage own stress |Identify common signs and indicators of stress | | |Identify circumstances that tend to trigger own stress | | |Describe ways to manage own stress | Additional information about the unit | |NOS ref |HSC 22 HSC 221 HSC 223 | | |Content recurs throughout HSC NOS knowledge requirements | |Unit purpose and aims |This unit is aimed at those working in a wide range of settings. It provides the learner | | |with the knowledge and skills required to carry out their work safely. | |Assessment requirements or guidance |This unit must be assessed in accordance with Skills for Care and Development QCF | | |Assessment Principles. | | | | |LO 4, 5, and 8 must be assessed in a real work environment | |Additional Information |Others may include: | | |Team members | | |Other colleagues | | |Those who use or commission their own health or social care services | | |Famil ies, carers and advocates | | | | | |Work setting may include one specific location or a range of locations, depending on the | | |context of a particular work role | | | | | |Policies and procedures may include other agreed ways of working as well as formal | | |policies and procedures | | | | |Tasks that the learner should not carry out without special training may include those | | |relating to: | | |Use of equipment | | |First aid | | |Medication | | |Health care procedures | | |Food handling and preparation | | | | | |Stress can have positive as well as negative effects, but in this unit the word is used | | |to refer to negative stress |
Wednesday, January 8, 2020
How and why is Customer Relationship Management (CRM) important to sports marketing managers? Introduction In the past two decades, huge marketing and mass marketing have been changed competitive landscape due to growing goods available for consumers. Proliferation of business activities would focus on customer relationship management, which is to achieve competitiveness (Chen et al., 2003). As the concept of customer relationship management has a significant change, there are a variety of CRM definitions depending on the angle of view. An important concept in customer relationship management is customer value. Customer value is the customer relationship to the enterprise s financial value. It can be reflected in the contribution margin or net profit. Customer value is widely used by enterprises to evaluate their marketing efforts. As mentions above, Kumar et al. 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