Wangs Fortune Tea - 1616 Words

WANG’S FORTUNE TEA Group Case Study 2 Thomas A. Tanamas Alexis Tyson Wang’s Fortune Tea (WTF) is a Chinese herbal tea, a remedy that has been around since the 1800’s but Wang’s Fortune Tea created it into a pre-packaged reading to drink functional soft drink with a sweetened flavour. They’re product is unique and there is little else like it in the international market. They have managed to create their unique brand image not only through the product itself, but also because of their marketing mix that helps to promote a strong brand image of healthy life, and ancient Chinese remedy. Product WTF implements single-minded product strategies: the product has not been changed since it came into the market in 1997 and neither has†¦show more content†¦Repositioned red can â€Å"Wang’s Fortune Tea on China Central Television (CCTV) at prime time TV with images of eating hot food and staying in watching football. This not only helps the repositioning of Wang’ Fortune Tea but also helps achieve brand performance associations. Point of Purchase displays were heavily pushed in supermarkets, convenience stores and supermarkets. This coupled with enormous outside advertising meant that consumers could not escape the product increasing top of mind awareness and in the climate of fear that was Asia in 2003 about SARS meant that whenever that fear was evoked WFT was there as a safety measure. WFT created a television series: Wang Zebang about Wan the creator of WFT remedy. Having advertising that was engaging, such as this television series, meant that consumers dedicated more attention to the advertisement. Learning what could then be reinvoked by the constant POP displays and outside advertising previously mentioned. In addition to advertising, sales promotion is also a useful way to boost sales. For the company, sales promotion supports new products or packaging effectively by increasing the short-term sales. Meanwhile, customers will also benefit from it. WFT created lucky draw scratch card promotion and prizes in 2003. With this approach, customers get opportunities of winning a prize only if they buy the product. The prize slogan reading: â€Å"to smooth heat with Wang s fortuneShow MoreRelatedConsumer Lifestyle in Singapore35714 Words   |  143 PagesIn 2012, speciality food and beverage stores gained popularity among office workers. These shops offer food   products   that   complement   office   workers’   lunches,   for   example,   bubble   tea,   yoghurt, fruit juice, fresh fruits and light snacks. Popular post-lunch snacks include Gong Cha (Taiwanese bubble tea sold by chain outlets bearing the same name), Yoguru frozen yoghurt, Berrilite frozen yoghurt and fresh fruit stalls. As work life is very hectic in Singapore, office workers increasingly try

The Life Of Queen Royale - 1355 Words

Kill me now. I stood on the balcony and looked out at the green expanse of lawn before me. The canopy glowed flat against the elegant backdrop of trees, surrounded by men in morning suits and women in formal evening gowns. Ants at a picnic, I thought. Mingling and gossiping and snacking on bits of food. Perfectly content. Perfectly boring. I fidgeted with the little bow on my dress, avoiding eye contact with Mother. Queen Izellah stood on the other side of the garden next to some duchess or another, her black hair perfect and her blue satin dress spotless. The spot next to her was empty, waiting for me to fill it. Expectation for a life full of small talk, little cakes and fake smiles awaited me in that spot. I would escape it if I could. My destiny as the future Queen had been planned out for me years ago, when Mother found out she was pregnant. Being Princess Royale had it s perks, of course, and I loved it, of course, but on days like this, on a boring day like this, I hated it. Feeling the little bow begin to come loose, I took my hands off it and clasped them in front of me instead. I really should leave. I really should go back to that luncheon. And quick, before the Duchess or worse: one of her daughters spotted me. â€Å"Princess?† I turn around when I heard the rustle of fabric, meaning the voices owner was curtsying. And as she rises, I recognize her as Lady Georgiana, one of the Duke of Etre’s daughters-and the bride. She’s still in her wedding dress, aShow MoreRelatedThe Birth And Evolution Of Ballet1691 Words   |  7 Pagesclosely resemble those of contemporary ballet. Perhaps the earliest notable patron of Renaissance ballet was sixteenth century Catherine de Medici, the wife of King Henry II. An Italian noblewoman by birth, Catherine used her position and influence as queen of France to inspire and promote an interest in court ballet. Her passion for the arts, coupled with her vision and ability to organize, resulted in lavish court events featuring spectacular ballet performances. One of her valets, Balthassar de BeaujoyeulxRead MoreCourt Dances And Opera Ballet1169 Words   |  5 Pagespassionate dancer, himself, Louis XIV lead one of the most pivotal eras of ballet and remains a symbol of absolute monarchy of the classical age. Born on September 5, 1638 in Saint-Germaine-en-laye, to King Louis XIII of France (1601-1643) and his Habsburg queen, Anne of Austria (1601-1666), Louis XIV was his parents’ first child after 23 years of marriage. Two years following the birth of Louis XIV, younger brother, Philippe was born. Louis and Philippe were often neglected as children and were primarilyRead MoreThe Innocence of Marie Antoinette1219 Words   |  5 PagesShe is the queen who danced while the people starved; who spent extravagantly on clothes and jewels without a thought for her subjects’ plight. 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November 29th, 1780 Marks the death of her Mother, Empress Maria Theresa. She died at age 63 due to Dropsy and an unknown respiratory problem. October 22nd, 1781 Marks the birth of her oldest son, Louis Joseph Xavier Franà §ois, He was given theRead More Biography of Marie Antoinette Essay2100 Words   |  9 PagesNovember 2, 1755. Marie-Antoinette was one of the 16 children of Holy Roman Emperor Francis I and Empress Maria Theresa, queen of Hungary and Bohemia. She was the youngest and most beautiful daughter of all. Marie Antoinette was brought up believing her destiny was to become queen of France. Marie Antoinettes first child was Marie Therese Charlotte(Madame Royale). Unpopular Queen Marie Antoinette supposedly had numerous affairs, especially the one with Count Hans Axel Fersen, who was a Swedish diplomatRead MoreThe French As The Siecle Des Lumieres, The Century Of Enlightenment2304 Words   |  10 Pagessubsequently and become masters themselves like their male cohorts. Two women artists that have benefitted from this time were Adà ©laà ¯de Labille-Guiard and Elisabeth Vigà ©e Lebrun. While these two are famous in their own right; understanding their life styles, their view-points on the monarchy, and comparing and contrasting their works of art will show how they both viewed the world through their art. While both Adà ©laà ¯de Labille-Guiard and Elisabeth Vigà ©e Lebrun were born around the same timeRead MoreThe impact of the French Revolution on Ballet2183 Words   |  9 Pagesa sense of fear in those opposed to the revolution. The revolution saw the public execution of the King and Queen, Louis XIV and Marie Antoinette as well as thousands of others. The upper class feared for their lives. The French Revolution was one of the bloodiest and terrifying times that France as a nation had to undergo. As would be expected, the Revolution pervaded all forms of life, and arts and culture were not immune to its reach. 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Journal of Advanced Nursing Nurses Perspectives

Question: Describe about the Journal of Advanced Nursing for Nurses Perspectives. Answer: Introduction This essay is to critically analyse few principles of constructive feedback impact on learning and teaching to both learner and mentor are critically analysed alongside how the feedback relates to the practice and how it brings development in the clinical area. Feedback is an information that is acquired comparing the observed achievement level of implemented activities and skills by a learner with a particular standard of evaluation to determine the areas of improvement and to assess learner progressive towards goals (NicolDick, 2016).Feedback also mentioned as a process of significant other individuals the manner in which they are perceived (Bhardwaj, 2015).Whereas, constructive feedback basically means practical, helpful, valuable, useful or productive feedback. Assessment and feedback are interactive processes that promote learning by ensuring that the standards are met by providing the learner with an insight of the performance through critism (Gopee,2015).Constructive feedback important to both learner and mentor because it brings development in the clinical area (Schartel, 2012; Thomas Arnold, 2011). In nursing, mentors are required to provide positive and negative feedback but not destructive feedback to enable learner to identify the area of development (Duffy, 2013).Without constructive feedbacks, the learner would feel that they lack of support from the mentor. An example of constructive feedback can be You need to focus on achieving results with accuracy and precision therefore you should include interventions and respective rationales while writing a nursing care plan. However, Walsh (2010) argues that feedback is essential in the support of healthcare learners. Oerman (2015) stated learner is a person who acquires knowledge, attitude and skills about particular subject or practise by studying, being instructed or through practical experience. By using gained knowledge and skills systematically, learner able to critically analyse and solve clinica l problems. Despite, developmental feedback is important in the assessment of learners because it raises the standards that support assessment and learning within the nursing profession. Price et al., (2010) stated that feedbacks enables learner to evaluate aspects of their training that they require to work more, for instance if they poor in interpersonal skills, they will work on it to improve more. Developmental feedback can be formal or informal (Young and Steelman, 2014). The rate of formal feedback in practice placements is determined by the academic institutions from which the learners come from. Duffy (2013) argues that the more they are, the more beneficial they become. Price et al., (2010) mentioned mentors are required to assess learners current and future learning needs as it increase the productiveness of the feedback. Feedback in the clinical area is a highly valuable tool in the effort of developing professionalism and competence.Boud Molloy (2013) expressed that fee dback helps in the development of self confidence, self esteem, self awareness and enthusiasm by promoting effective learning. Through frequent motivation by their mentors, learners develop an insight of what is an expected in particular clinical situation, a factor that enables them to identify their personal strengths and weaknesses and work on it to enhance their skills and knowledge (HattieTimperly, 2007).Therefore, learner become autonomous in making clinical decisions through self-regulation within their scope. According to Blais and Hayes (2011), feedback can be used to provide positive reinforcement of the desirable practices in the clinical area by aligning the teaching and learning. Thus, the learners become sure of what is expected on them by receiving reassurance from their mentors. Beside that, Needham, McMurray Shaban, (2016) affirmed feedback also leads to improve clinical performance of the learners by supports the learners retention by enabling them to develop strategies to deal with their weaknesses and sustain their strengths. The experience gained through feedback helps learners to have a critical reflection on personal attributes about the professional characteristics hence leading to satisfaction. This feedback is important within the clinical area as it helps determine the missing aspects of the care being provided in a given facility. In order to provide what is missing, researchers within the clinics conduct studies and come up with recommendations that are necessary (Gray and Smith, 2000). Mentors and learners as well come up with new innovations that help in provision of the best quality care. Examples of feedbacks that mentors should provide include: you have done well; you handled the patient very well, even though you did not check with me bef ore giving out that information; you did not do good enough; nice progress on your learning goals; maybe we expect too much from you; and you did not do much bad (Ferris et al., 2016). Every manner of feedback the given benefits the mentor in one way or another. For instance, a positive constructive feedback might make the mentor fulfilled while a negative one provides the mentor with an opportunity to teach the learner (Veeramah, 2012). According to NMC (2008), mentors are obliged to supervise students within learning institutions as well as providing them with feedback that is constructive in whatever they achieved. Aspects in which students are assessed on include safety, professionalism, psychomotor skills, interpersonal skills, applied knowledge base, motivation and attitude (Duffy, 2013). This feedback enables the learner to evaluate aspects of their training that they require to work more on. Some feedback benefits that enable learners to provide the necessary care includes t eamwork development, improved interpersonal relationship and increased self-esteem. Duffy (2013) argues that mentors benefit from feedback by the enhanced interpersonal and communication skills they attain and mentors do not know how to give feedback in a way that is constructive and those that are aware of how to do it, enjoy mentoring their learners because of the benefits that they attain. Feedback is very essential in the clinical area. Mentors assess and provide developmental feedback to the learners themselves and to the health care management. Developmental feedback that mentors achieve provides them with a sense of satisfaction thereby enabling them to do their work efficiently (Walsh, 2010). This feedback ensures that health care facilities pick nurses who have attained all the necessary skills during their learning (Seppala and Cameron, 2016). Such nurses offer quality care to patients, their families and the larger community. Developmental feedback brings up individuals w ho are good at their profession to provide the necessary care. High quality care within clinics ensures that the purpose of existence of these facilities is achieved. Eventhough constructive feedback gives mentors a sense of satisfaction, regular constructive and developmental feedback impacts the same way to the learners. Some of the aspects in which mentors improve on as they provide feedback include psychomotor skills, interpersonal skills ,knowledge base motivation and safety and professionalism (Gray and Smith,2000).These are the same skills that learners achieve as the mentors keep improving them .When learners are provided genuine feedback ,they put much effort on how to improve themselves by approaching health professional colleagues, local practice facilitators, managers and lecturers(KnightYork, 2004).These mentors collaborate and come up with the best mentorship plans to help learners Wilkinson et al.,(2013). On the other hand, feedback entails communication which can be formal through written remarks or informal through conversations. Since this process involves interaction, it also enhances the interpersonal skills in both the learner and the mentor (Jansson Ene, 2016). Lally (2013) mentioned that feedback promotes personal and professional growth. Formal feedback provided in the clinical practice forms part of the evidence-based practice. It helps the learners to appreciate the importance of feedback, constructive criticism and to assimilate the knowledge for application in their daily practice. It is also a practical advice for the learners that stimulate improved performance and competence. However, the mentor has to demonstrate effective communication skills while providing the feedback to learners. Ortlieb Cheek (2013) mentioned that learning environment is a physical, contextual and cultural location with internal and external factors that promote the continuous process of acqui sition and development of knowledge, skills, attitudes and habits that are desirable by both the trainee and the trainer. The conducive learning environment is some of the aspects that should be considered in providing an effective feedback that can serve the purpose it is meant for (Jansson Ene, 2016). Constructive feedback has lead to the adoption of five principles which help mentoring learners. The first principle requires that every mentor sets realistic goals before providing learners with feedback. Examples of realistic expectations by mentors to learners are arriving in shifts on time. This makes mentors to share their expectations in order to have a basis for their evaluations (Jones et al., 2015). Other examples of mentors providing realistic goals before evaluations include when a learner is told how a patient will respond to good treatment and also, when a mentor provides objectives of what learners should achieve after studying a certain chapter. These are realistic goals. In the second principle, mentors are expected to gauge what feedback the learners expect as they could fail to have past experience on feedback (Pelgrim et al., 2012). For example, a learner who was previously in a placement that mentors always provided negative harsh feedback may have low self-esteem and might not be comfortable with the present placement (Dixon et al., 2015). Another example is when a mentor asks a learner what side effects he or she expects after administering a certain medication to a patient. A different example is when a teacher in a lab asks for the explanation of results before the experiment is done. Gauging helps the mentors create designs of providing the feedback. In the third principle, mentors have to gather more information on the practice of students (Price, 2012). Mentors keep advancing their knowledge in order to provide learners with the most accurate information. For example, since there are many health electronic systems being develop, mentors go for higher training before teaching their learners. This learning helps the mentors learn new innovations and new ways of providing health care to their patients(Barr and Conlon, 1994). Another example where this principle applies is when a mentor asks for more information from the previous teacher about the learners, to have a glimpse of what they have learnt. The other example is where mentors attend conferences or travel abroad to gain knowledge that they can use to teach the learners. As they pass this on, their students become even better mentors in future. In order for mentorship to have impact on the learning of the student, the fourth principle urges mentors to act immediately (Weeks, 2015). For example, if a learner use inappropriate language on patient, the mentor should advised the learner and teach them the correct way to communicate with the patient immediately. Other examples include, when a mentor corrects a learner to follow the right aseptic technique during procedure (Boerboom et al., 2015) and in case the learner does not remember the step in a certain procedure, the mentor should reminds the learner. Constructive feedback that is timely mentors the learners as they work to improve their shortcomings before engaging in similar events. According to RCN (2007), feedback should be close to the event so that it can have the greatest effect. In the fifth principle, Duffy (2013) points out that mentors should be specific. For example, if a mentor tells the learner, you did well , that would not be specific. Being specific would be a feedback like, the advice you gave Mary on contraceptives is based on the most recent evidence, and you did great job by explaining them very well (Knight, 2014). Others examples, include when a mentor tells a learner that he/she has missed the second step of diagnosing diabetes, or when the nurse tells the learner that he/she has arrived 20 minutes late for his/her shift. Mentorship is only effective if learners get to know the specific areas they need to improve on and which they should maintain (van der Rijt et al., 2012). As a mentor, accountability is the central element of giving feedback in nursing practice. Accountability has its roots in all the ways and all the levels of nursing. All the healthcare professionals including nurses are accountable to provide quality and lawful services to the clients. On the other hand, nurses are accountable for providing the feedback. Feedback can be about the client that is given while handover. This feedback must be accurate, as it m ay influence the actions and decisions of other nurses (Wilkinson et al, 2012). The accountability principle also includes that nurses must be committed towards supporting their teammates. For example, while providing the feedback to the student nurses, the senior nurse must be accountable for providing practical advice, for their performance enhancement (Clynes, Raftery, 2008). Nursing profession is evolving rapidly as years go by due to various factors such as the advancing technology. Therefore, every nurse should keep advancing their knowledge so that they can provide the best health care with the best. Health care providers and nurses can only understand the evolving technology only if they keep learning. Mentors are encouraged to keep on providing feedback to the learners for effective health care delivery. Feedback ensures that health care practice gets the best innovation for quality care. In conclusion, constructive feedback is very important to learners and mentors. However, evidence indicates that students usually find it difficult to find mentors who can provide them with constructive feedback. For those who are able to get this feedback, the timing, type and amount they get is inconsistent. It is important that learners get genuine and constructive and developmental feedback to keep them from constantly repeating the wrong thing. Feedback is onl y helpful if it addresses the negative and positive aspects of the students lives as they work hard to become better. Constructive feedback is important to mentors, learners and it makes the nursing profession to develop. References Gray, M. Smith, L. (2000). The Qualities of an Effective Mentor from the Student Nurse's Perspective: Findings from a Longitudinal Qualitative Study. Journal of Advanced Nursing, 32(6), 1542-1549. https://dx.doi.org/10.1046/j.1365-2648.2000.01606.x Walsh D (2010) The Nurse Mentors Handbook: Supporting Students in Clinical Practice. Open University Press, Maidenhead.

Identify, discuss and analyse the key features and characteristics of at least 3 different examples of script writing free essay sample

In this essay I will be taking different plays and analysing their features and characteristics within them. I will be analysing ‘Beautiful Burnout’ performed by Frantic Assembly, ‘Lysistrata, or Loose Strife’ by David Stuttard, and ‘Twelfth Night, Or What You Will’ by William Shakespeare. Within these plays I will be looking at the style of writing it is, (eg – formal, informal, old English), the genre (eg – comedy, tragedy) and the themes. In the play ‘Beautiful Burnout’ is written in verses, like a poem. It doesn’t follow a pattern and doesn’t rhyme like a poem, but reads like a poem would. The way the setting at the beginning of each scene is described is also in the same way as the actual lines. The language is fairly informal as it includes Scottish words written phonetically such as â€Å"nae mare nae less† meaning â€Å"no more no less†, which helps the actors/actresses pronounce the words in a Scottish accent effectively. It also uses colloquial language to Glasgow (Scotland in general) the place where the play is set such as â€Å"lassies† and â€Å"aye† to make the setting and the characters both realistic when compared to each other. In comparison to this, ‘Lysistrata, Or Loose Strife’ is not written in verses. This play includes monologues that are made into lines depending on when the actor/actress would pause. In ‘Lysistrata, Or Loose Strife’, the language is mainly informal, similarly to ‘Beautiful Burnout’, but for the purpose to make the play humorous. The way sex throughout the play is portrayed is informal such as in the beginning scene where everything Lucy is saying is being turned into innuendos by Nikki to make the audience laugh, such as â€Å"They’re Greeks, everything they do, they do late. And everything takes so long – starting, finishing, coming, g†¦Ã¢â‚¬  â€Å"Sometimes I wish my husband was a bit more like that! † and â€Å"is it something big? † â€Å"Yes, very big† â€Å"And hard? † â€Å"Yes, very hard† â€Å"And juicy? † â€Å"Very very juicy, yes†. Neither of the other plays use informal language for humour, if they do use it, it is to create realistic and believable characters and settings. In ‘Twelfth Night, Or What You Will’, uses the old English language as that was when the play was written. This can make it harder to understand as a modern audience but can still get the plot and message across to the audience on stage. The lines are set up in verses, like ‘Beautiful Burnout’ and is written formally for the time it was written. Within the play sometimes the monologues can have a rhyming cuplet, as Shakespeare also wrote poetry as well as plays. Unlike ‘Beautiful Burnout’, none of the words are written phonetically and again, unlike ‘Beautiful Burnout’ and ‘Lysistrata, Or Loose Strife’, it written formally for its time. All of these plays have genres which all differ dramatically. ‘Beautiful Burnout’ is a physical theatre play, which contrasts to both of the other plays. ‘Lysistrata, Or Loose Strife’ is a comedy and contemporary play, which again contrasts the other two plays. ‘Twelfth Night, Or What You Will’ is a tragedy and a Shakespearian play, which like the other plays, contrasts with both of the plays as well. The only similarity is through comedy and tragedy, which both are based on emotions, comedy being laughter/happiness, and tragedy being sadness/upset. This leaves physical theatre completely standing out on its own, being completely different with no reachable comparisons to the other genres. ‘Twelfth Night, Or What You Will’ can be seen as a comedy is some cases, as the subplot is more comical than tragic, but the main plot line is labelled as a tragedy. The jokes made in ‘Lysistrata, Or Loose Strife’ completely differ to the ones made in ‘Twelfth Night, Or What You Will’, as they are from different time periods when comedy changed within them. The themes within the plays largely differ as well. With ‘Beautiful Burnout’, the major running theme is boxing, as that is what the story is based on. Power is also a running theme throughout the play with the power Bobby thinks he has over the other characters and uses it to improve their efforts. This is shown when the characters refer to Bobby as â€Å"Mr Burgess† and not â€Å"Bobby† and in Scene 13 when Bobby is talking to Cameron and it’s very clear by what Cameron says that he is doing what Bobby is telling him to even though he is not pleases about it. â€Å"Things I give up for this. Shoplifting. Borrowing cars. Smoking. Tobacco and weed. Girlfriends. I still dae shagging†¦ But only on Friday and Saturday. I jest cannae dae the commitment thing wi lassies. What else†¦ Crisps. Spare time. Spare time†¦Whit’s that? †. In ‘Lysistrata, Or Loose Strife’, the theme of sex becomes obvious at the very beginning of the play with the character of Nikki making it completely unmissable. The way she links everything back to sex makes this a running theme that is clearly important to the plot of the play. Power is also a big theme in ‘Lysistrata, Or Loose Strife’ as it is what the women gain when they refuse to have sex with their husbands and in contrast, what the husbands lose when not making peace and stopping the war. In ‘Twelfth Night, Or What You Will’ there are several themes, such as love is a cause of suffering. Many of the characters seem to view love as a kind of curse, a feeling that attacks its victims suddenly and disruptively. Various characters claim to suffer painfully from being in love, or, rather, from the emotions linked with one-sided love. At one point, Orsino represents love unhappily as an â€Å"appetite† that he wants to satisfy and can’t. At another point, he calls his desires â€Å"fell and cruel hounds†. Olivia more bluntly describes love as a â€Å"plague† from which she suffers terribly. Another theme is the uncertainty of gender. ‘Twelfth Night, Or What You Will’ is one of Shakespeare’s ‘transvestite comedies’, in which a female character disguises herself as a man. This situation creates a ‘sexual mess’ as Viola falls in love with Orsino but can’t tell him because he thinks she is a man, while Olivia, who Orsino loves, falls for Viola in her disguise as Cesario. There is a clear homoerotic subtext, Olivia is in love with a woman, even if she thinks he is a man, and Orsino often remarks on Cesario’s beauty, suggesting that he is attracted to Viola even before her male disguise is removed. With ‘Beautiful Burnout’ and ‘Lysistrata, Or Loose Strife’ the theme of power is common in both plays but is shown in different ways. ‘Twelfth Night, Or What You Will’ has completely different themes to do with issues that were not as forthright as they are now in modern day society, such as homosexuality and gender uncertainty. Throughout this essay, it is clear that there are many similarities and differences, some obvious, some hidden, within the plays. However, not all the plays included something that every play had, such as ‘Beautiful Burnout’ and ‘Lysistrata, Or Loose Strife’ being informal, and ‘Twelfth Night, Or What You Will’ being formal, and the style of language used. It’s also obvious that with themes and genres, there can be similarities but they are generalised and don’t have specific details that are the exact same. It seems that ‘Beautiful Burnout’ and ‘Lysistrata, Or Loose Strife’ are quite similar compared to ‘Twelfth Night, Or What You Will’ which seems ti be completely different to the other plays and contrasts with the style of writing, themes and genres of both of the other plays.