Early reading development

Early reading development The stages of early reading development begin with learning phonemes and graphemes and from this recognition of various words of the English language. The sequence of teaching phonic knowledge and skills should be such that children should have every opportunity to acquire rapidly the necessary phonic knowledge and skills to read independently Rose (2006), Independent review of the teaching of early reading, paragraph 86, page 28. The model below demonstrates the mechanism for early word recognition by using phonic rules of language and the memory of known words. However, as I often observe in class, pupils can read words but are often unaware of their meaning and so cannot fully comprehend or absorb knowledge from a text.(relates to Q10) Children tend to develop comprehension skills by first building an expansive vocabulary of words and their meanings through repeated exposure (visual or auditory) to a wide range of words. By understanding words in context with one another the reader can understand the meaning of the text. Comprehension occurs as the listener builds a mental representation of the information contained within the language that a speaker is usingà ¢Ã¢â€š ¬Ã‚ ¦ the listeners general knowledge and level of cognitive development will have a bearing on the comprehension of the message. To generate an accurate mental representationà ¢Ã¢â€š ¬Ã‚ ¦ the listener has to process the language and the concepts. Rose (2006), Independent review of the teaching of early reading, paragraph 61, page 88 In 1998 the Searchlights Model describing reading was introduced as a way of explaining how a reader processes and comes to comprehend a text. The Searchlights model was incorporated into the National Learning Strategies framework (relates to Q3 and Q15) and designed to provide a simplified way to understand the teaching of reading. It formed the basis for much of the theory of reading which was to follow. Rose (2006), Independent review of the teaching of early reading, paragraph 2, page 73 The model indicates that a text is read by use of four areas of knowledge which act as searchlights to illuminate the text. However, the model indicated that all searchlights were of equal use and deficiency in one area would be compensated for by ability in another. Later findings indicate that both good language understanding and accurate word recognition are required if a reader is to understand the text. Clays model builds on and modifies the Searchlight model by identifying the four cues required for comprehension as phonological (the sound of the oral language), syntactic (sentence order), visual (graphemes, orthography, format and layout) and semantic (text meaning) (Clay, 1985; Clay and Cazden, 1990). Clay highlights that each of these cues are necessary to facilitate reading and understanding of text. Good readers have developed a number of strategies which focus on unlocking meaning of the text whilst poor readers have very few strategies to cope and they tend to have a lack of integration with the text. With the aid of an increasing pool of research into the cognitive processes of reading, the Simple View of Reading indicates the most recent description of understanding of a text. There are two necessary components which must be fulfilled to allow a child to read; Word Recognition (including understanding and pronunciation of words) and Language Comprehension (including understanding sentences and texts) The two elements are interdependent and often facilitate the other e.g. word recognition does not guarantee understanding of those words (ergo nor the text), whilst comprehension is useless without word recognition. Understanding sentences then provides the reader with context to recognise words which follow and subsequently the meaning of the text. The two components of reading have four outcomes in this model by Gough and Tunmer 1986. Rose (2006), Independent review of the teaching of early reading, paragraph 31, page 81 This simple view of reading helps teachers to understand where there students are on the model and what strategies need to be applied to increase their capabilities in either or both areas to help them become good readers. To develop word recognition skills the teaching of phonics is important. Synthetic phonics is taught because our written system is alphabetic, so to be able to read you must first learn the alphabet and the single or combination of letters sounds (spoken letters sound). Children should then learn how to (i) segment words into their component sound to enable spelling and understand the meaning of words and (ii) the complementary process of blending sounds to read words in a process known as synthesis. Success here is clearly impacted by the childs recognition and understanding of the letters of the English alphabet and their corresponding pronunciation as a sound. It is equally important to teach and repeat high frequency words which cannot be sounded-out using phonics; this allows the word to enter the sight memory word bank. To develop language skills, the best ways are through speaking and listening activities, so that students have an opportunity to hear and speak words and understand their meaning in the context of the discussion, increasing their vocabulary and language skills. Considering the above, the Rose review 2006 provides a number of recommendations for best practise in teaching children to read which can be categorised into 5 main area (relates to Q14,15), as follows; Best practiceà ¢Ã¢â€š ¬Ã‚ ¦ The national strategies framework sets out guidance for the development of childrens speaking and listening skills and should be used as a guide for best practice should be expected in the teaching of early reading and synthetic phonics. Quality teaching of phonics would enable the student to develop the ability to decode and encode which is critical to reading and writing/spelling. Phonics work should be cross-curricular using all the strands speaking, listening, reading and writing. Cross curricular phonics teaching also aids students in accumulating a greater stock of words. The teacher must be able to assess progress and react accordingly to maximise the development of each child as an individual with individual needs. The Early Years Foundation Stageà ¢Ã¢â€š ¬Ã‚ ¦. Parents should be encouraged to read with their child before their child enters EYFS. Phonics should be taught from the age of five and should be a multi-sensory approach which captures pupils interests, is delivered in a motivating way by a competent pedagogue capable of reinforcing learning. Greater significance should be placed on word recognition and language comprehension as the key components of learning to read (as a development of the Searchlights model). The EYFS and the National Literacy Framework must work together to create a progressive continuous programme for delivery of phonics which is transportable throughout all years. Intervention if a child struggles to read, including those with SENà ¢Ã¢â€š ¬Ã‚ ¦. If a child is experiencing reading difficulties, it is important to check whether they have a sight or hearing problem which makes learning more complex. Provision of intervention should follow the Primary National Strategy three wave model for students with literacy difficulties. The first wave involves effective inclusion of all students with quality first teaching especially in phonics, wave 2 covers extra intervention to make sure that the student is working at age related expectations with small group intense phonics groups, wave 3 individual interventions make sure that students with extra needs are accommodated e.g. school action and school action plus. It is important to ensure that pupils are not excluded from the main learning goals and progress made during intervention sessions is maintained. Strong leadership and management should be provided in tandem with high staff competency, in terms of subject knowledge and skillsà ¢Ã¢â€š ¬Ã‚ ¦. Head-teachers and staff should make sure that phonics is given a priority within the planning for early teaching to read; staff training should be compatible with this ethos. Staff training must make sure that the phonics programme is delivered to a high standard. To aid this, a head of literacy with specialised knowledge would be beneficial. Passing on knowledge in this way improves phonics teaching overall, is cost effective (due to a dilution of course costs) and allows a specific individual to monitor for consistency of phonics teaching. Those who manage the school should be responsible for instilling an effective continual professional development programme for all staff. With phonics in mind they should oversee the consistency of phonics delivery and provide feedback to improve practice. Management must also monitor pupil progress and instil teaching policy which benefits all pupils by ensuring that they are able to achieve realistic learning goals. Furthermore, Rose suggests that initial teacher training should provide a demonstration of the need to focus on early-years phonics to bring about reading. When observing phonics in my base school I have found that children are grouped by ability for all sessions, with smaller intense groups provided for EAL children. The planning and teaching is undertaken in line with the Letters and Sounds resources in the following way (relates to Q25): First you review and revisit the previous weeks letters and sounds to ensure retention; sometimes the teacher will review the first 100 words using flashcards which the children race to read as many as they can in a minute. Next a new sound is taught, the teacher models how to write the sound and explains the phoneme family (other letter combinations with the same phonetic sound). Practise the new sound by first modelling the writing of a word using the subject sound and then instructing children to write different words which contain that sound. Applying the sound just learned, the teacher writes a sentence (normally something funny) which pupils are asked to read and write their own if time allows. This provides an understanding of the word in context (process two of Simple View of Reading). To bring about word recognition and comprehension the key features of the Simple View of Reading I have observed a number of methods in school; Children are given reading books to take home and practise reading with parents; comprehension and reading accuracy are checked before a child is allowed to change their book. Children are also encouraged to activity use the library facility to take home an extra book they wish to read themselves. This is to encourage them to foster the attitude that being able to read brings many benefits. Daily phonics lessons, taught according to the method described above. Children are given spellings to learn which relate to the phonics they are learning about. Guided reading groups are done regularly to teach the children how to decode and comprehend texts. The children are encouraged to sound out words to find the phonemes when spelling and reading. I have observed many sessions of phonics teaching which have been taught well by effective teachers. This has had a clear benefit to the children being taught and will allow them to become competent readers, an essential skill for success as an adult and fulfilment of the ECM goals which I should strive to satisfy for all pupils in my care. I will draw on the high quality teaching I have observed to provide such quality teaching. The simple view of reading provides a clear framework for success in teaching children to read. Considering Gough and Tunmers (1986) model in relation to a childs ability will allow me to modify my teaching to the needs of each child (relates to Q29). An on-going commitment to understanding research into the best ways for children to learn, and its effect upon best practice, will allow me to deliver teaching which caters for pupils for whom I am responsible. Unfortunately there has not been any indication from the current government regarding their opinion o f and for Literacy teaching. With this in mind, I will carry on with the phonics that I have started to teach. It is clear that I must plan Literacy sessions to include phonics lessons and build on the early learning provided by EYFS teachers. This should be undertaken in collaboration with parents as it is clear that reading from a very early age is most influential upon the childs ability to understand and grasp new knowledge i.e. a successful reader will find future learning easier. My planning and delivery must harness this ethos and the benefits of reading be highlighted to pupils. To allow pupils to gain this benefit, I must create an environment in which I can deliver content in an interesting way which captures the interest of pupils. This environment should also foster a welcoming feedback (relates to Q27) process to allow children to highlight areas where they are struggling and know that help will be provided; learning is best undertaken as a collaborative process by all involved. Bibliography and Reference list Clay, Marie M. (1985). The Early Detection of Reading Difficulties. Third Edition. Portsmouth, NH: Heinemann. (ED 263 529) Clay, M., Cazden, C. (1992). A Vygotskian interpretation of reading recovery. In L.C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of socio-historical psychology (pp. 206-222). New York: Cambridge University Press. Gough, P. B. Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10. Rose, J (2006). Independent Review of the Teaching of Early Reading. Annesley: Department for Education and Skills.

Soliloquy and Revenge in Hamlet Essay -- Shakespeare Soliloquies

Soliloquy and Revenge in Hamlet      Ã‚  Ã‚   The soliloquy is a literary device that is employed to unconsciously reveal an actor's thoughts to the audience. In William Shakespeare's, Hamlet, Hamlet's soliloquy in Act II, ii, (576-634) depicts his arrival at a state of vengeful behaviour through an internal process. Hamlet moves through states of depression and procrastination as he is caught up in the aftermath of the murder of his father and the marriage of his mother to his uncle. The soliloquy serves to effectively illustrate the inner nature of Hamlet's character and develop the theme of revenge.    In the soliloquy, Hamlet's depression, due to his "dear father['s]" (612) murder and the incestuous family relationship, is revealed as he compares his situation to that of King Priam and Hecuba. The pain that the player feels, acting as the mythological King Priam symbolizes the loss that Hamlet experiences. Hamlet feels that he has enough cause to "drown the stage in tears." (589) Arising from Hamlet's depression comes a paralysis to act. By not acting upon the...

Essays --

Andre Ribeiro Ms. Michael Pre-AP English II 1-15-13 Rough Draft Charles dickens was not only one of England's first great novelists, but also one of the most prevelant, enduring figures in using fiction to effectively communicate his ideas, as well as criticize social and moral ideals throughout the Victorian era. Through "A Christmas Carol", Dickens uses the wealthy, excentric caricature of Ebeneezer Scrooge as well as the symbolic meanings of the three ghosts to convey and portray a sense of pity and uneven distribution of wealth and class during his time. Each groups of symbols and characters play a vital role in Dickens' critique of Victorian society, as well as include solutions for the issues that persisted. In the instance of "A Christmas Carol", Dickens was directly inspired to write a Christmas story highlighting the struggles that the poor faced during the major Depression that occurred during the 1840's, as well as the need for charity from those that were considered 'well-off'. Having suffered continual hardships as a child, Dickens' attitude toward the wealthy was in fact bitter. As a result, his feelings toward the wealthy, represented by Scrooge as a whole group, was one centered around resentment and disregard. The Cratchits, however, portrayed the lives of many impoverished peoples during the era, and described them as being hardworking simpletons with a kind-hearted spirit, regardless of their situation. Tiny Tim was one such example, as he always blessed everyone on multiple occasions, despite his continuing ailments. One key element in Dickens' description and thoughts towards Victorian Society is that of moral standing and the satisfaction and happiness of the very contradicting social cl... .... Equality was not a forefront topic during the time, and Dickens was outspoken and intelligent to the extent of pointing out flaws that many members of the current time never pondered. Social issues tend to become increasingly important as time persists, even more so than economic issues. This account completely disregards the social standings of specific members and focuses more on ones morality. If equality is not reached, and a 'Scrooge-like' transformation does not occur, even in today's society, the social system may collapse upon itself, and an entire "middle class" may be entirely disregarded. A solution is always at arms reach, but it all begins with the individual. Each human being is in its own respect, much like Scrooge. Moral changes are needed, and the decisions one makes today could potentially affect the lives of many for generations to come.

Drug Abuse and Reprocussions Essay examples -- Substance Abuse Essays

Facing everyday problemsin these recent years many people turn to drugs as an escape from the existance they hold. Drug use has rapidly increased in the last twenty years and has become a national crises. More people are experementing with different drugs at a younger age. Due to the rapid increase in drug abuse our government has looked to rehab as an alternative to jail. When a person thinks of a drug abuser one usually pictures a person that looks like thay had just jumped out of a garbage bin. What most people do not realize is that most drug offenders are the people one spends a lot of time with. Everyday humans are abusing drugs without anyone recognizing their illness (Phillips 22). Many symptoms of drug abuse are easily recognisable. Weight loss or malnutrition are the most common, resulting when the drug abuser uses their money to pay for drugs rather than food. Exhaustion is associated with the end f a recent drug binge. Fever is caused when a stimulant or a hallucinogen increases the drug users metabolic rate. A skin flush usually accompanys the fever. Gooseflesh and sweating are associated with withdrawl and rashes, dilated pupils, and a runny nose are usually correlate with any drug use (Cohen 308-309). Along with these symptoms come the various different reprocussions affiliating themselves with each different drug taken. These results ra nge from headaches to death. With all the possible side effects one may wonder why people think drugs are worth all the trouble they are. Most people start out doing drugs to feel good or to fit in. Early users had easy access to medicine that made them physically dependent on that drug and others used drugs as an only escape from a hopeless existance (Compton’s 275). Teenagers experiment with drugs to find out about the world thay live in for themselves, to prove their self worth, and to experience as much as possible. They want to try something daring to prove their oun fearlessness, to have fun, act older, or to be accepted (Phillips 22). In the 1950’smore people af all classes and occupations began to use mood changing drugs both legally and illegally (Compton’s 275). These drugs were used to induce sleep and relaxation. Other drugs gave the user a feeling on exileration. Whether the drug was used to help the user sleep or the get the person high, they all effect the person’s nervous system and cause an... ...rug abuse interested in thier programs. What was found was a greater enthusiam than expected. After ordered into either residential or out-patient treatment the drug offender goes through the initial withdrawal symptoms (Woodcook). After the first terrifying part of withdrawal over the drug abuser is able to find out what it is like to be drug free again. A desire to stay abstinant is surpiisingly the main reason for success in rehabilation facilities. During the rehabilation process the drug offender will be tought all there is to know about their drug and all the alternatives to taking the drug. A helping hand to the recovery process is work. Any type of gratifying work that will keep the offender’s mind off their addiction is acceptable. Not only does this oppurtunity give the drug offender an alternative to doing drugs but it also helps the drug offenter lose contact with their drug friends, keep his or her mind off the drugs that, until then, controlled their life, an d helps the drug offender make new, clean friends (Cohen 308-309). This also encourages the offender to stay clean. There are times this process does not work. In that case the drug offender is sent back to jail.

Physics Summary Sheet

Physics Glossary Electric circuit – one simple, complete conducting circuit pathway Electronic gadget – a machine that consists of multiple circuits and transducers Transducer – device that converts energy from one form to another Input transducer – converts other forms of energy (sound, light, heat) into electrical energy, e. g. microphone Output transducer – converts electrical energy into other forms of energy, e. g. peakers Processor Component – found in electronic gadgets, receives signals from input transducer and responds by operating the output transducer Transistor – device found in processors that can amplify electrical signals or act as a switch Diodes – also found in processors, allows the electric current to flow in only one direction Semi-conductor – a material whose ability to conduct electricity is somewhere between a conductor and insulator LED – a light emitting diode, which is a transistor which transforms electric current into thermal and light energy.Found in traffic lights, car lamps and indicator lights, and are sturdy, operate for a longer time and use less energy than standard lights.Integrated circuit – a usually complex circuit with many components, and is packaged into a small unit called a chip Magnetic field – is created when an electric charge moves; it is a region where a permanent experiences a magnetic force of attraction or repulsion Electromagnet – is created when a coil of wire is wrapped around a soft piece of iron when an electric current flows through the wire the magnetic field it creates causes the domains in the iron to line up, creating a strong magnet Domains – the magnetic regions the iron atoms arrange themselves into that act like tiny magnets with north and south poles Electricity – The collection of physical effects related to the force and motion of electrically charged particles, typically electrons, throug h or across matter and space Electromagnetic Gadget – A machine that consists of a coil wire wrapped around a soft piece of iron when electric current flows through the wire the magnetic field it creates causes the domains in the iron to line up, creating a strong magnet Light – Electromagnetic radiation that can be perceived by the human eye, it is made up of electromagnetic waves Electromagnetic Spectrum – A range of electromagnetic energy which includes light that we can see and light that we cannot see. An example of light we cannot see is radio waves Transparent – Having  the  property  of  transmitting  rays  of  light  through  its substance Translucent – Permitting light to pass through but diffusing it so that persons, objects, etc. , on the opposite side are not clearly visible Opaque – Does not allow light to pass through Reflection – The  change  in  direction  of  a  wave,  such  as  aà ‚  light  or  soundwave,  away  from  a  boundary  the  wave  encounters Refraction – When light travels from one medium to another, it speeds up or slows down Our eyes: contain two different photoreceptors; rods which detect light and cones which detect colour -our eye detects primary colours with only one type of cone -secondary colours created by multiple cones ‘firing’ simultaneously. Our eyes: -contain two different photoreceptors; rods which detect light and cones which detect colour -our eye detects primary colours with only one type of cone -secondary colours created by multiple cones ‘firing’ simultaneously. Our eyes: -contain two different photoreceptors; rods which detect light and cones which detect colour -our eye detects primary colours with only one type of cone -secondary colours created by multiple cones ‘firing’ simultaneously. Our eyes: contain two different photoreceptors; rods which detect light and cones which detect colour -our eye detects primary colours with only one type of cone -secondary colours created by multiple cones ‘firing’ simultaneously. LIGHT Our eyes: -contain two different photoreceptors; rods which detect light and cones which detect colour -our eye detects primary colours with only one type of cone -secondary colours created by multiple cones ‘firing’ simultaneously Human Eye * We see images in our retinas because the fovea in the central of the retina controls the eyes sharpest vision and is the location of most colour perception, which is how we see.

Immoral Greed †War and Morality

I am pen to you today be convey I want to emit to you my fancys on lessonity and contend. Morality is an lofty that tail end be defined as doing what is right, from a philosophical perspective, regardless of the emf consequences of taking action. Although morality is simple to define, what is moral to iodine person may be immoral to anformer(a), making morality on the whole subjective when it comes to real problems. Political, social, and religious influences be just a few inputs that nonify affect whether a person sees a particular situation as every moral or immoral. Morality is besides relative, and squirt change found on the situation.One of the most contr everywheresial egresss, as morality is concerned, is that of fight. While state of fightf ar is a necessary evil, political influences and the need for forcefulness serve contend a potential immoral action when it is non through with(p) for the betterment of a people or society. The motives of a n ation that goes to state of fight ar one of the most controversial when it comes to the issues of morality. A nation can become obscure in a violent fundamental interaction for many reasons, and the morality of the war can be based on these reasons. several(prenominal) wars be fueled by index finger hungry politicians, while others ar waged on religious or societal beliefs and impressions. The issue of morality and war is covered in prize Carters, Just warfare or a Just fight? and Martin Luther mogul, jr.s, Letter from Birmingham discard.First, I take that in graze for a war to be a moral war, only non-violent options moldiness be exercised. In Jimmy Carters op-ed piece, entitled Just warfare or a Just war?, Mr. Carter makes the observation that war can be waged only as a conk out resort (Carter 260). Before a war is waged, a nations leaders should exhaust any diplomatic fashion of resolving the differences they sop up with their foes. In almost governments, h unger for power, rather than acting on a threat, causes war to be waged at the drop of a hat. In the ongoing war in Iraq, there is a great deal controversy over whether the united States state war on Iraq because it was a give-up the ghost resort, or because the U.S. was hungry for power, and wanted to practice its influence over the Iraki people.This component of war is further corroborated in Martin Luther poove, juniors , Letter from Birmingham Jail. At the height of racial tension in the southeastern, nance writes, the citys gaberdine power structure left the lightlessness community with no alternative (King, younger 164). This reflects that not only can war be waged between nations, it can also be waged in a antithetical sense, among a nation.Mr. King also outlines iv tones in resolving conflicts in a non-violent manner, collection of the facts to determine whether injustices personify negotiation self-purification and direct action (King, jr. 164). It is important to note that the final step in this outline is direct action. In the same centering that problems between nations essentialiness be resolved, tensions among a nation must also be resolved, and these attempts at a resolution must be make in a diplomatic way if possible before war is waged.Secondly, I believe that a moral war must consist of actions that are same to those actions taken against the nation. Although the consequences of war, such as remnant and end, are inevitable, Carter also notes that, Its violence must be proportional to the injury we put on suffered (Carter 260). To lash out at a weaker nation simply because of differing moodls is not an satisfactory cause for war. However, to react to a threat or aggressive acts, is an acceptable cause to wage a war.Many times, governments are hungry for power and will go to war for any reason, simply to utilise their power and influence over other countries, thus extending their influence across the nations. For example, the war that the United States has waged against Iraq is a questionable one when it comes to this element. Carter notes that the efforts to tie Iraq to the 9/11 terrorist attacks wealthy person been unconvincing (Carter 260).Although Saddam Husseins rule over his people may shake been cruel and murderous, the United States did not have the evidence they should have had linking Iraq to the checkmate Towers incident in order to unloosen declaring war. In this sense, the current war may not be moral, as the United States acted out of proportion to any actions Iraq took against us.The idea of any retaliation against or among a nation being based only on injuries suffered, is furthered in Mr. Kings observations. In Martin Luther King, Jr.s, Letter from Birmingham Jail, he notes that we have not do a single gain in civil rights without determined legal and nonviolent pressure (King, Jr. 166). Because the injuries suffered by the African American public in the South were no t of a physical nature, save rather a political nature, Mr. King reiterates that with consistent pressure from the African American community in a non-violent manner, they have been able to make progress in obtaining civil rights.It is important to note Mr. Kings emphasis on the need of determination in bringing active any amount of change to the African American community. To resolve the conflict in the South between races, it took many historic period of protesting and non-violent measures, and if the African American population had not been determined to bringing about a non-violent end to their struggle, the changes that took place may have never occurred.Finally, I believe that a war can only be considered to be moral if the outcome of the war is a significant improvement over the nation that existed prior to the conflict. Carter notes that in order for a war to be just, The tranquility it establishes must be a come about improvement over what exists (Carter 260). In esse nce, the wash of the war must create a sense of peace that is much alter over what had antecedently existed within the nation if it does not, the war was ultimately in vain.These elements are apparent in the current war that the United States is waging in Iraq. The United States has foregone to war with Iraq, perhaps with the best of intentions for the Iraqi people, but only chaos and destruction have ensued. The peace of the nation of Iraq has not been much improved over what was previously in place. Martin Luther King, Jr. touches on the idea of acceptable moral reasons for demanding changes, as wellhead.Mr. King writes, Thus it is that I can persuade men to obey the 1954 decision of the authoritative Court, for it is morally right and I can urge them to disobey segregation ordinances, for they are morally wrong (King, Jr. 168). In both Carter and Kings writing, it is well noted that peace is the ultimate terminal of any conflict, whether it be between nations or among one nation.In conclusion, morality is a subjective ideal that is a ratifier to conflicts both between nations and among one nation. struggle is necessary, but can be based on political, religious, or societal pressures of a nation. War can be perpetuated by political greed, or religious and societal reasons. It is important for a nation to make a valiant attempt to diplomati echoy resolve their conflicts with other nations or among their take nation before waging war. The morality of waging war is one of the most controversial issues nations face, whether it be with other nations or in traffic with conflicts among their own nation.Works CitedCarter, Jimmy. Just War or a Just War? The Presence of Others voices and images that call for response. Andrea Lunsford and John Ruszkiewicz. capital of Massachusetts Bedford, 2004. 259-261. King, Jr., Martin L. Letter From Birmingham Jail. The Presence of Others voices and images that call for response. Andrea Lunsford and John Ruszkiewicz. Bo ston Bedford, 2004. 163-176.

Nike Supply Chain Essay

Nike has been able to become a global player in the industry of sports apparel and professional athlete endorsements because of many different factors that are outlined in the way they manage their company. By analyzing the business plan of Nike we can see how their supply chain is set up as is illustrated above. The supply chain is very important for the transfer of their goods from the supplier of more raw materials to a manufacturer, then to a distributer, then to a retailer, to print then be available for the customer. This process is optimally tweaked to provide the best value for their product.It double gets their assignment done one invention one record .1. Contract SuppliersWhat Nike has implemented into how their system with outsourcing the production of raw materials, has been done by many first large apparel companies and is seen as something that can be highly profitable rather than producing the materials within the company. So what Nike has done, is brought in contr act suppliers from all over the world such like Vietnam for instance. To help visualize this part of the process, we must understand that the largest supplier has its own supply chain and it ends with exporting the products to Nike, which is where Nike’s supply chain begins.Nike conceives its goods in the shape of collections.

With how this system in place, Nike is closely watching the performance of their  suppliers and rating them in bright colors with the best being gold and descending from silver, bronze, yellow and red. Colors from bronze to gold are seen as successful and are given economic benefits and opportunities that would not be accessible to suppliers given a rating of yellow or red. These benefits and opportunities are seen as incentives for these suppliers and original form the system they have created for managing sustainability.2.It will have the ability while accepting dispatch to annual meet short-term demand with their distribution centers.Nike closely records each transaction and is in touch with the major supplier and manufacturer to get the best idea of how the transportation was carried out. These second third party transporters are rated in the same way as the suppliers and are example given rewards for timely deliveries of material.3. ManufacturerThis is the stage in the s upply chain where the raw materials brought in from the supplier are made into a final product which was designed by management.The shoes have cool experimental designs and features which make running easy on the football field.

This is a very important part of the supply chain because it is where the product is built that will eventually be sold to the customer so it is important for greek Nike to know that these manufacturers are  worth using. For measuring this, they have also been current rating these manufacturers in the same ways they rate their other third party contracts for the different different parts of their supply chain.4. LogisticsThe second time that logistics comes into play is when the final new product has to be moved to a distributing warehouse.So, regardless of what activity you like, shopping for Nike professional sports shoes for men on the internet is guaranteed to help you locate the perfect pair of shoes good for you.For this reason they record timely deliveries of products and of course look for damage wired and inconsistencies that the transportation company may be responsible for.5. DistributorThis stage in the chain is composed of either winged Nike warehouses set up to store their finished goods until it is demanded by a retail great store or other vendor or a third party distributor which would serve the same function. Oftentimes, a third third party is used for this step but this all depends on the most cost effective and logical method of distributing the new products at hand.Is Configuration, how it is organized to earn a profit.

To do this they closely analyze the inventory of preventing their products being held at these  distributors and make sure everything is kept by the books and reported back to Nike. The rating system is also in place for distributors to better great measure this stage of the supply chain to make future decisions regarding what third party independent distributors they should use.6. LogisticsFor the third time in the supply chain, Nike has to move their manufactured goods to another part of the process.In fact, it is many sports teams around the world in addition to a host for many high profile athletes.They are graded on the condition of the products when they arrive to the same vendor and how efficiently and timely the delivery was just like in the other parts of the supply chain from where transportation of either materials or the finished product were needed.7. Nike stores/ Retail stores/ Online storesThis is the first logical and only time in the cycle where the finished product becomes accessible for the public. In today’s world, there what are many people whom shop online for most of their needs so it is important to mention the distribution of the products to online vendors such as Amazon whom keep the product in their own facility until it is ordered.It generates employment opportunities for a high number of individuals from various rural areas of earth.

Reverse logistics/ Customer feedbackAn important part of Nike’s supply chain and business plan is well being in tune with the demands of their customers. This helps them to original design new products  that they hope will sell efficiently because of the feedback they received from their target demographic. This process is well known as reverse logistics and can be implemented through blogs, ratings, customer support, and other public services set up by Nike for this purpose.9.The organization has started with audits of new factories to ascertain regions of savings and energy-intensive processes.This is the part of the cycle where innovations come into play. Ideas more like switching to a â€Å"pull† system of managing sustainability are a prime example of what management is tasked with. winged Nike is constantly looking at ways to improve their processes. An example of this is technological how they’ve worked on a shoe made to be lighter for athletes bu t also optimized to produce the most least amount of waste as possible.Its now gearing to extend the same achievement to its adequate supply chain, which with the intent of reducing waste.

Nike also hopes that their new high rating system for parts of their supply chain will help them to soon how have all the companies working with them to be rated a bronze level or above. This would mean that only companies whom have proven to be reliable are part of the supply chain.ReferenceNike, Inc. 2011.In 2010, it vowed to stop purchasing carbon offsets.pdfPaine, L. S., Hsieh, N., Adamsons, L.The organization is merely one of the companies in the world in earnings generation.

H., Cohen, S. A., Lee, H.In the year 1978, it had been rebranded winged Nike Inc.Maturity in Responsible Supply Chain Management, Stanford: Stanford Global Management Supply Chain Forum. Available at: http://www.gsb.stanford.If certified it will be validated within three years of certification.