Mcdonalds Restaurant Case Study free essay sample

Nawani is director of a McDonald’s eatery in a city with numerous seniors. She has seen some senior residents have become standard supporters as well as benefactors who desire breakfast and remain on until around 3 pm. A large number of these more seasoned clients were pulled in at first by a month to month breakfast uncommon for individuals matured 55years and more seasoned. The supper costs $1. 99 and top off of espresso free. Each fourth Monday, somewhere in the range of 100 and 150 seniors jam Siddhi’s McDonald for the exceptional offer. Be that as it may, presently nearly the same number of them are coming ordinary transforming the fst food café into a gathering place. They sit for quite a long time with some espresso, talking with companions. On most days, upwards of 100 will remain from one to four hours. Siddhi,s representatives have been well disposed the seniors, calling by their first names and chatting with them every day. Truth be told, Siddhi’s eatery is a cheerful spot with her workers growing cozy relationship with the seniors. We will compose a custom exposition test on Mcdonalds Restaurant Case Study or then again any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page A few workers have even visited clients who have been hospitalized. â€Å"You know† , Siddhi says, â€Å"I truly get appended to the clients. They resemble my family. I truly care about these people†. They are all â€Å"friends† and it is a piece of McDonald’s corporate way of thinking ( as reflected in its site, www. mcdonalds. com) to be inviting with its clients and to offer back to the networks it serves. The more established clients are an organized gathering and agreeable to any individual who comes in. Further, they are neater than most clients and tidy up beneficiary tables before they leave. By the by, Siddhi is starting to think about whether anything ought to be done over her developing â€Å"non-quick food† customer base. There is no swarming issue yet, during when the seniors like to come. However, on the off chance that the size of the senior residents bunch keeps on developing , swarming could turn into an issue. Further, Siddhi is worried that her eatery may come to be known as a â€Å"old people’s† café which may dishearten some more youthful clients. Furthermore, if clients felt the café was packed, some may feel that they wouldn’t get quick assistance. Then again, a spot that seen as occupied may be viewed as â€Å" a decent spot to go† and a â€Å"friendly place†. Siddhi additionally stresses over the picture she is anticipating. McDonald’s is a drive-through eatery 9 there are more than 45,000 of them in 121 nations) and ordinarily clients are required to eat and run. Will permitting individuals t remain and visit change the entire idea? In the outrageous, Siddhi’s McDonald’s may turn out to be increasingly similar to an European-style eatery where the clients are never hurried and feel entirely good about waiting over espresso for an hour or two!. Siddhi realizes that the sum her seniors spend is like the normal customer’s buy however the seniors do utilize the offices for any longer time. In any case, the greater part of the more established clients leave McDonald by 11:30, before the early afternoon swarm comes in. Siddhi is likewise worried about another chance. In the event that taking into account seniors is OK, at that point would it be a good idea for her to do significantly more with this age gathering?. Specifically, she is thinking about contribution bingo games during the moderate morning hours-9AM to 11AM. Bingo is well known with certain seniors, and this could be new income source-past the additional food and drink buys that most likely would result. She figures she could charge $5 per individual for the two-hour time frame and run with two underutilized workers. The prizes would be coupons for buys at her stores (to keep it legitimate) and would add up to around 66% of bingo receipts (at retail costs). Assess Siddhi’s current methodology with respect to senior residents. Does this methodology improve this McDonald’s picture? What would it be a good idea for her to do about the senior resident market-that is, would it be a good idea for her to empower, disregard, or dishearten her seniors? What would it be advisable for her to do about the bingo thought?

Placement Portfolio and Interview Essay Example | Topics and Well Written Essays - 1500 words

Position Portfolio and Interview - Essay Example The company’s center around e-Learning is intriguing, e-Learning is a different type of learning and instructing, regardless of whether it be by means of CD, the Internet, or shared records on a system (Educational Resources, Apr 2006). It might be on the grounds that the preparation educational programs will be accessible to Saudi Aramco’s universal representatives or it might be on the grounds that the position is an adaptable one, relevant in any event, for somebody living outside of Saudi Arabia. If so, the position will be profoundly looked for after. If not, my nationality and instruction will make me an alluring candidate. I am a Saudi who is conversant in both Arabic and English. I have a certificate in Information Technology and I have considered databases and SQL language at the Community College just as regulatory Sciences and sight and sound. I have involvement with the board and correspondence, picked up at training organization I worked at in Saudi Arabia. After I completed secondary school in 2004, I proceeded to consider figuring system at the Communication College. I at that point followed a PC Major connected to the executives. To do this I moved to Abha City and finished a Diploma in Information Technology at the King Khalid University. Here, I acquired general information about correlations among processing and the board through modules, for example, prologue to database, visual fundamental and programming. After graduation, the University sent me to instruction organization that was related with the service of advanced education, in Saudi Arabia. I worked there for a quarter of a year and increased some key administration and relational abilities. I at that point moved to Brighton, England in August 2009 and finished a 10-month escalated English course before being granted a situation at the University of Derby to start a fulltime Bachelor of Science Degree. History: Saudi Aramco, officially known as Aramco [Arabian American Oil Company], was established in 1933, when the

Senior Week

Senior Week Today begins a weeklong event at MIT called Senior Week. During Senior Week, we celebrate the graduating class and provide them with their final week of excitement at MIT. Events include Breakfast with the Professors, a trip to Six Flags New England, and Tech Night at the Pops. And today on this blog, I also begin a weeklong celebration of our seniors. Ill profile a senior each day, each an amazing person in their own right. The profiled students are not necessarily MITs best seniors, not are they representative of the class as a whole. They are not random, but rather students that I know who replied to my request for a profile =) As such, some non-representative things can be seen: two of the students will be working for Lehman Brothers, for example, while last year 8 students in the entire class accepted offers to work there (last years most popular employer, if youre curious, was the consulting firm McKinsey Company, with 30 hires). Also, finance jobs are over represented in this blogs group; grad school (of all kinds) is under represented; Sloan/Management majors are over represented; etc. In short, this is for you to get a sense of some seniors experiences plans, but not a representative sample. Ill post some statistics about our graduating class when I get a chance. Anyway, lets start with someone you know

Comparing Sophia And Aiden Jones - 969 Words

Sophia and Aiden Jones were extremely close. They were in and out of foster homes all their life. No one would adopt them so each foster home stay in was brief. Most were awful but none could compare to the Evan’s family home they stayed in last. Each night Sophia and Aiden would come home from school to yelling and screaming. Mr. Evans would constantly threaten and abuse them. After a few months, Sophia had had enough and decided to stand up for herself and fight back. Mr. Evans got home from work late that night falling head over heels drunk. Sophia and Aiden had set the table ready for dinner. Mr. Evans stumbling over walked towards Aiden. He took one look and with no reason and punched him right in the face. Sophia raged with anger†¦show more content†¦Everyone would wake up, do house work, go to school, come home and then do more chores then go to bed. Each girl had a different role. One would cook dinner, one would mop the floors, one would clean the bathrooms e tc. The only day they were aloud to leave was on Tuesdays where they would sometimes have group excursions or visitation days where people they know could come and visit them. Each year they would hold an annual fundraiser to generate funds to keep the group home running. The fundraiser would attract a few sponsors and some neighbors suspicious about the girls as most of them had come from prison. A few weeks passed and Sophia was slowly settling in but still miserable and terrified about Aiden stuck in the Evans home. Leading up to the fundraiser everyone cleaned the group home and got it organized for the fundraiser. On the day of the fundraiser many people came one of which was a rich businesswomen named Mrs Jenn Sanders and her daughter Kylie. Kylie and Sophia looked complexly alike and were the spitting image of each other making everyone shocked. Sophia gave Kylie a tour around the home and they continued to talk for the rest of the day. Kylie and Sophia got on so well she invited Sophia out to spend a day with her and her mother on their yacht. Sophia was delighted and couldn’t believe her luck. Before she knew it it was Tuesday, the day she was going out on Kylie and Mrs Sanders yacht. She got dressed up and was

The Most Important Aspect Of Knighthood During The Middle Age

The most important aspect of knighthood during the middle age where religion, prowess, and feudal loyalty. Chivalry refers to the lifestyle and moral code following by medieval knights they pledged their loyalty and services to their lord. The term feudalism is used to describe a variety of social, economic, and political obligations and relationships. The Greatest Warrior knight was Godfrey and if asked anyone who was the greatest warrior at the time they would say Godfrey. Chivalry refers to the lifestyle and moral code following by medieval knights they pledged their loyalty and services to their lord. Chivalry included the values of honor, valor, courtesy and purity, as well as loyalty to a lord, a cause, or a noblewoman. They†¦show more content†¦Italy was the home of the most popular romance during the Renaissance. Three writers combined the romance of chivalry with epic. Spain saw a vast outpouring of chivalric romances. By 1575 more romance was translated in Spanish than from French. In England, chivalric romances were the most popular type of fiction after the introduction of printing. The tale of King Arthur became an important source of inspiration in England because it gave a great start for knights to tell tales. The values of old nobility gave way to the democracies of France to the Industrial Revolution. Godfrey is worth listing as a great knight because if you asked any medieval knight who the greatest knight had been, the most likely non heroic name you would get in reply would be his name. In chivalric folklore there were nine figures they were considered the epitome of knightly virtues at the time, generally known as ‘’Nine Worthies’’. They were divided into the ‘’Three Pagan Knights’’ (Hector, Alexander and Julius Caesar). The ‘’Three Jewish Knights’’ (Joshua, David and Judas Maccabeus) and the ‘’Three Christian Knights’’ (King Arthur, Charlemagne and Godfrey of Bouillon. Godfrey was born in 1060 and he was the second son of the Count of Boulogne. He got the small duchy of the lower Lorraine from his maternal uncle and he had it taken from him by the Holy Roman Emperor Henry IV. In 1096

Historical Background of Chinese Schools in Malaysia Free Essays

History of Chinese national type school Starting out early in the 19th century, the Chinese society has already made a stand on sustaining their language and culture to the point that they decided to request for their own Chinese national type school. Realizing that this could cause an up stir in racism in Malaysia, still the Chinese society in Malaysia strongly believed in preserving the Chinese language among the Chinese youths. In the beginning, they were asked to give up their properties to be incorporated with the National School system, which for the Chinese caused an uproar but after negotiating a deal was made and they agreed to instead become â€Å"National Type† schools. We will write a custom essay sample on Historical Background of Chinese Schools in Malaysia or any similar topic only for you Order Now Through this system, the government could only be in charge of the school curriculum and teaching personal while the buildings still belonged to the schools. During this time, primary schools were allowed to keep Chinese as the medium in the schools and their book but for Secondary schools they were required to switch to English-medium schools. More than 60 schools changed to National Type schools, including the famous Chung Ling High School, Penang Chinese Girls School, Jit Sin High School and Ave Maria Convent High School, Sam Tet High School. Even though according to the proposal that most subjects are allowed to use the medium of English, the teaching and learning of Mandrin remained compulsory in these schools, with most of them dedicating at least one seventh to one fifth of their teaching time per week to Mandrin studies. Even with all the compromising the proposal was looked at as almost impossible for a tad of them, making some of some of the Chinese schools turn to become private high schools or Chinese high schools as they were called later on. During the 1960s and 70s this concept slowly turned under the lime light making many of the National Type schools reopen their independent high school branch. The numbers kept increasing to a point where the political situation made it difficult to set up additional independent Chinese high schools. There are 60 independent Chinese high schools in Malaysia, including Foon Yew High School which is the largest secondary school in Malaysia with over 7000 students. Foon Yew High School was the first school to object and decline the government’s proposal, as well as the first high school to have a branch campus (located in Kulai) National-type Secondary Schools are called Malaysian Independent Chinese Secondary Schools (MICSS) which came into being after the Education Act 1961, determined to use their mother tongue to preserve the Malaysian Chinese culture. In 1973, Dong Jiao Zong formed the MICSS Working Committee, to develop the examination and syllabus of the 60 Independent Schools in Malaysia. The â€Å"Unified Examination started in 1975 and has continued to be run every year since. (UCSCA, page 1) http://www. nst. com. my/latest/chua-to-meet-dpm-over-teacher-shortage-in-chinese-schools-1. 48918# http://www. teo-education. com/teophotos/albums/userpics/053_Early_Education_in_Malaysia. pdf http://malaysia-today. net/mtcolumns/from-around-the-blogs/34572-why-we-chose-chinese-school-for-our-children- http://educationmalaysia. blogspot. com/2005/06/national-vs-chinese-school-i. html How to cite Historical Background of Chinese Schools in Malaysia, Essay examples

What Is Drama Essay Example For Students

What Is Drama? Essay The question asked is what is drama? Can we truly define it? Is there a textbook definition of something that can be so personal? What is drama in relation to theatre? Why is drama so important? What are its uses, its aims? Some have said that drama develops self-esteem and encourages creativity and imagination. This is true, and will be demonstrated through examples from personal experiences. Usually the first thing that occurs in a drama class is that someone will ask for a definition of the word drama. Most of the class will look away, as if in deep thought praying that they are not called on, because they do not know the answer. At first glance, it seems a simple question, but as one begins to delve into the true nature of drama, the answer is not so cut and dry. We will write a custom essay on What Is Drama? specifically for you for only $16.38 $13.9/page Order now For some, drama is a type of television show, such as a hospital or lawyer show. For others, it is that section of the movie rental place where all chick flicks are. For still others, drama means Sophocles, Euripides, and Aeschylus. For teachers, drama means all and none of these things. A clear definition is needed in order to lead the students in various activities, and towards various goals. What good is it to have the students explore within themselves if the teacher does not know what the aim or direction of the exploration is? Many teachers claim that their purpose of drama is to develop the childs sense of self. This however is slightly vague. Most people in education strive for this in one way or another. Bettering the child in body mind and spirit is a general goal for teachers, so this idea is not particular to drama. So then, what exactly is drama?There is one school of thought that defines it as an expressive process which is best understood through the idea of symbolizat ion and its role in the discovery and communication of meaning(McGregor 24). This is an accurate definition, as it also goes on to explain that drama is multi-faceted and that he child gains experience through voice, language, the body as prime means of expression; and the associated media of light, sound and space(McGregor 24). I have had many opportunities to participate in dramatic activities, and to express myself in different ways. One such activity I engaged in was a dance drama while attending my final year of high school in Toledo. The song was entitled Forever Young and it was about growing up and growing old without knowing ones place in life, without ever being happy. The melody was almost regretful in tone, and the lyrics were pleading in nature. At this point in time, I was two months away from graduation, about to leave the place I had called home for five years. I was not yet ready to leave my youth and enter into the unknown world of university. I was afraid, relucta nt, and introspective, much like the protagonist of the song. Through dance, two other girls and I expressed our feelings on graduation. We used gentle movements; always aware of the softness of the angles our bodies were making. The arms were always curved, the head rolling into positions, as opposed to jerking. The lights were dimmed, with only a pale, white light focused on the center of the stage, giving it a bit of a glow. Since we had three characters, we decided to act out three stages in life: the child, the teenager, and the adult. The child was dancing in the center of the stage, playing with the light, dancing with imaginary friends, happy, carefree, oblivious to its surroundings, and interested only in the moment. The teenager was standing just beyond the light of childhood, attempting to interact with the child, but never actually crossing the light. She would circle around it, look inward with longing, then turn with her back to the light, facing adulthood with fear an d trepidation. She would take a few steps in one direction, then turn the other way, and take a few more steps, as if she were lost and confused, like in a maze. She could always see the child behind her, but not the adult in front of her. The teenagers movements were mostly turns, implying confusion, and constant changes of direction. The adult was seated on the edge of the stage, watching the action. She began as an observer, as if remembering her past, but as the dance continued, she would stand up, walk around a little, then sit back down again, making good use of levels, but never distracting from the main action. The adult was reminiscent; she watched and reacted to the other two as if reliving her time as a teenager and her apprehensions on growing up. We were expressing our fears and worries through body movements and non-verbal expressions. Each of us had the chance to play all three roles, so we could experience three different emotions. Switching around like that allowed us to see the issue from different points of view. After this experience, we all felt a little more at ease with the transition we were about to make and ourselves. By expressing our fears, we had overcome them. When developing ones self through drama, there are a number of things one can concentrate on. The first is the senses. By using all of ones senses, whether each by itself or all at once, one begins to explore themselves and ones surroundings in greater detail than ever before. One becomes more aware of the physical world, i.e. the sound of the wind through the grass, the taste of a hand, and this leads to being more socially aware in the future. The senses are heightened, allowing the individual to be more perceptive around others and therefore have better relations in the adult world. Another aspect one can concentrate on is body movement and non-verbal communication. We say so much about ourselves through body language. If we can learn to control each part of our bodies and the movements it may make, we can be more in control of our lives. How we use our bodies is what we are most judged on by others. If we are aware of what messages our bodies are sending we can manipulate these m essages. By performing such activities as mime, tableaux, and mirror imaging we can learn to restrain any unnecessary movement and to make the most minuscule action mean so much. Focus and concentration also plays a large part in drama. Each person involved in the group must not only focus on what he/she is doing but also on what the group as a whole is doing. It is only through focusing on the tack at hand that any dramatic activity may be completed. One must block out all outside stimuli and distraction and concentrate on what is required of them. The rhythmic skipping exercise required the class to skip in time to the music, to skip in time to each other and to follow the commands of the teacher at the same time. Personal feelings are not the only subject for drama. Drama can be used to introduce the student to a number of different topics, be it historical, political, scientific, or artistic. A variety of situations can be concocted, allowing the child to explore his actual soci al relationships at the real level, and an unlimited number of hypothetical roles and attitudes at the symbolic level(McGregor 24). By experimenting with various roles in society, the child becomes better prepared to face these challenges in the real world. As well, by allowing him/herself to experience things as a different personality and by letting the imagination grow free, the teacher is building up the childs confidence in him/herself and the validity of their own ideas and feelings. The child is now more perceptive to the needs and feelings of others, having portrayed many different types of people. This fits in nicely with Gavin Boltons definition of dramatic action as a tool for learning that rests in its capacity (1) to separate and objectify an event and (2) to break down established concepts and perceptions (142). .ub54c25f95f8cdf5ca10e18a635ef3412 , .ub54c25f95f8cdf5ca10e18a635ef3412 .postImageUrl , .ub54c25f95f8cdf5ca10e18a635ef3412 .centered-text-area { min-height: 80px; position: relative; } .ub54c25f95f8cdf5ca10e18a635ef3412 , .ub54c25f95f8cdf5ca10e18a635ef3412:hover , .ub54c25f95f8cdf5ca10e18a635ef3412:visited , .ub54c25f95f8cdf5ca10e18a635ef3412:active { border:0!important; } .ub54c25f95f8cdf5ca10e18a635ef3412 .clearfix:after { content: ""; display: table; clear: both; } .ub54c25f95f8cdf5ca10e18a635ef3412 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub54c25f95f8cdf5ca10e18a635ef3412:active , .ub54c25f95f8cdf5ca10e18a635ef3412:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub54c25f95f8cdf5ca10e18a635ef3412 .centered-text-area { width: 100%; position: relative ; } .ub54c25f95f8cdf5ca10e18a635ef3412 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub54c25f95f8cdf5ca10e18a635ef3412 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub54c25f95f8cdf5ca10e18a635ef3412 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub54c25f95f8cdf5ca10e18a635ef3412:hover .ctaButton { background-color: #34495E!important; } .ub54c25f95f8cdf5ca10e18a635ef3412 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub54c25f95f8cdf5ca10e18a635ef3412 .ub54c25f95f8cdf5ca10e18a635ef3412-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub54c25f95f8cdf5ca10e18a635ef3412:after { content: ""; display: block; clear: both; } READ: Biovail Corporation: Revenue Recognition and FOB Sales Accounting Background Sample EssayAt the beginning of the course, we performed a few activities that illustrated this point. By using all of our senses, or deliberating inhibiting one of them, we as individuals were able to break down pre-established ideas about our environment and our fellow classmates. The objective given to us was to observe your own hand using all seven senses, i.e. sight, sound, smell, taste, touch, beauty and humour. I had never before taken so much time to explore any part of myself. In the past, I had always considered my hands as small and wrinkly, in fact I find all hands revolting. To me, ha nds had always been the filthiest part of the body, as they consistently were exposed to all kinds of germs. My hands were especially ugly. I had crosshatched lines covering my palms. During this exercise, I stared intently at my hands for a good ten minutes, following the lines up and down the palm, taking detours on the smaller lines; it looked like the road map of a large metropolitan city. I took time to notice that my hands were soft and smooth, the pads of my fingers were fleshy, but the bones of my fingers were pronounced and stiff. I noticed the difference between the first joint of one finger I had broken and one that I had not. When I listened to my hand, it sounded like the ocean. It was then that I discovered that my hand was no longer a hand, but a seashell instead. All along, I thought that my hand was ugly and useless, but drama had helped me to overcome my prejudices to see that I truly had something beautiful. This also occurred when I had the opportunity to compare my hand with someone elses. We told each other the story of our hands, and I actually could see the tree and its leaves on her hand. We were using drama to learn more about each other and to correct any prejudices we may have had against the other. The other exercise we participated in also occurred near the beginning of the semester. One of each pair of students was blindfolded and the other had to lead them around the vicinity, exploring familiar territory in a different light. I led my partner to the reservoir to walk through the grass and to explore the stone walls along Elm. I had always considered the res to be a dangerous place; somewhere I should never walk through at night. This time however, while leading my partner under archways and along the bike path, I discovered things I had never seen before. In the alcoves, there were large stone columns and intricate spider webs as large as picture windows. We found a tiny ditch filled with beautifully coloured leaves running alo ngside the field. What was even more wonderful was that she was discovering all that I was, but without seeing them. When I took off her blindfold, she could not believe where she had just been. My turn was next to be blindfolded. My partner led me down Main Street to Elm through the long grass at the side of the road. We then walked along Elm, taking a detour through the slight embankment leading up to the apartment buildings. I felt a number of seemingly foreign objects, including a bubble-like structure which I later found out was a window, and some sweet smelling flowers. On a regular day, I would walk by this area at least four times and never before had I seen the things I had just explored with six of my senses. Drama had helped me to see my surroundings in a different light, in fact without seeing at all. What I had established previously as an ugly building with an overgrown lawn became a refuge for Mother Nature in the middle of an urban apartment complex. Drama had truly broken my preconceived notions to show something beautiful. Drama is a very strong force in my life; it has determined the course of my development as a child. It is unfortunate however, that drama has not always existed in the way we know it as today. Agreed, throughout history there has always been some form of dramatic expression, but drama as an educational tool is a fairly recent development. In the early 1950s, a man named Peter Slade wrote a book entitled Child Drama. The world was changing; peoples perceptions were changing. Children were finally seen as people who needed to be nurtured, directed, guided. Unfortunately, there were still some groups who felt that the traditional outlook (drama with an audience) was the way to go. Slade was advocating drama for personal development. He stated that he sees formal theatre as a final stage in a childs development(Bolton 22). Many traditionalists extrapolated from this statement that he was anti-theatre. He was not anti-theatre, h e merely felt that not all activities had to be performed; some were for self-exploration only. He wanted to turn away from the formalised styles designed to make all children sound like little adults and turn back to the natural direction that children wanted to take. Slade stood for personal circles and child-centred activity and individualisation. It was not until Dorothy Heathcote came along that the focus went back to the importance of the collective experience and in doing so brought again to the fore the possibility of group members becoming united in their shared response to dramatic symbols(Bolton 31). .u06af8c8a47d57d643d455ce4b8bb02db , .u06af8c8a47d57d643d455ce4b8bb02db .postImageUrl , .u06af8c8a47d57d643d455ce4b8bb02db .centered-text-area { min-height: 80px; position: relative; } .u06af8c8a47d57d643d455ce4b8bb02db , .u06af8c8a47d57d643d455ce4b8bb02db:hover , .u06af8c8a47d57d643d455ce4b8bb02db:visited , .u06af8c8a47d57d643d455ce4b8bb02db:active { border:0!important; } .u06af8c8a47d57d643d455ce4b8bb02db .clearfix:after { content: ""; display: table; clear: both; } .u06af8c8a47d57d643d455ce4b8bb02db { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u06af8c8a47d57d643d455ce4b8bb02db:active , .u06af8c8a47d57d643d455ce4b8bb02db:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u06af8c8a47d57d643d455ce4b8bb02db .centered-text-area { width: 100%; position: relative ; } .u06af8c8a47d57d643d455ce4b8bb02db .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u06af8c8a47d57d643d455ce4b8bb02db .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u06af8c8a47d57d643d455ce4b8bb02db .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u06af8c8a47d57d643d455ce4b8bb02db:hover .ctaButton { background-color: #34495E!important; } .u06af8c8a47d57d643d455ce4b8bb02db .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u06af8c8a47d57d643d455ce4b8bb02db .u06af8c8a47d57d643d455ce4b8bb02db-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u06af8c8a47d57d643d455ce4b8bb02db:after { content: ""; display: block; clear: both; } READ: Information Technology EssayDorothy Heathcote concentrated on the material objects that the drama was based on. She took a scientific approach; to her the material objects of the world provide the common source of the scientists view of knowledge (Bolton 59). Content is very important to her; the action must be focused on some topic or object. The child will be aware of the object and by examining and exploring it, he/she will celebrate it. Brian Way, another celebrated dramatist, has a different view of drama and development from Dorothy Heathcote. He is very close associate of Peter Slade, and hence their styles are similar. Way tried to educate teachers to understand th at children were capable of more than just clowning around on a stage. They could reach into themselves and explore feelings such as sorrow and pain. There are four things that Brian Way concentrated on: (1) the individual, (2) exercises, (3) expanding horizons of what may be included in a drama lesson and (4) intuition. Some teachers who felt as if they had to train each child by itself and who subsequently ignored the group unfortunately misconstrued his work on the importance of the individual. Way included in his books a number of exercises that teachers could use as a starting point for their classes. These exercises consisted of instructions that the teacher would continually give to the students which put the teacher almost entirely in control, it also invites a particular kind of mental disposition from the participants(Bolton 48). He also strove to include a number of topics into creative drama, in order to teach the children about as many aspects of life as possible. He in corporates all these ideas into one phrase, his definition of the function of drama: the enquirer to moments of direct experience, transcending mere knowledge, enriching the imagination, possibly touching the heart and soul as well as the mind(Way 1). I believe that Ways definition of drama is the one I most agree with. For me, drama has always allowed me to become characters that I would never play in real life. Play-acting has made me more creative; I can use my imagination to its full potential, as I no longer feel threatened by an audience. I have always found play-acting and other creative drama exercises to be therapeutic whenever I was distressed. By interacting with others in the group I have developed an appreciation for the mind and for the spirit. My view of society has changed; each one of us has a place in it, and it is up to the individual to define that place, however it is the duty of the group to adapt to each individual. This is the only way to lead a successful and happy life outside of the classroom, in the real world. BibliographyBolton, Gavin. Drama as Education: An argument for placing Drama at the centre of the curriculum. London: Longman Group Limited, 1984. McGregor, Lynn, Maggie Tate, and Ken Robinson. Learning Through Drama. London: Heinemann Educational Books Ltd., 1977. Slade, Peter. Child Drama. London: University of London Press Ltd., 1954Way, Brian. Development Through Drama. London: Longman Group Limited, 1967.